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TERRITORY OF ALASKA 
DEPARTMENT OF EDUCATION 



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FOR THE 



HIGH school; 

OF ALASK> 



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ISSUED BY 

LESTER D. HENDERSON, COMMISSIONER OF EDUCATION 

JUNEAU. ALA" KA 




1922 



ALASKA DAILY EtViPIRE PRINT 




Book lAiiAS -^ 



TERRITORY OF ALASKA 



/ Sr . A 



DEPA^^TMENT OF EDUCATION 






MANUAL 



AND 

COURSE OF STUDY 

FOR THE 

HIGH SCHOOLS 
OF ALASKA 




ISSUED BY 

LESTER D. HENDERSON. COMMISSIONER OF EDUCATION 
JUNEAU. ALASKA 



1922 



LIBRAKY OF CONGRESS 
RECEIVED 

SEP 3 1924 

, DOCUMENTS DIVISION 

* ■ I nil iia --i-ii-r'irT-ii I III I 



FOREWORD. 



It is the aim of this manual to unify and standardize the 
work of tlie high schools of the Territory. The publication is for 
the use oif adminisitr'atorsi, high school teachers and Sichool boards. 
No attempt has been made to' cover all phases of higJi school 
adminisitraition and instruction. The iTnaterial presented is suffi- 
ciently complete, however, to be of much assistance to administra- 
toirs and teachers in organizing and conducting the work of the 
high school. 

The department of education does not have at its disposal a 
group of eduoational experts who can be called upon to assist iu 
the preparation of a manual and course of study for high schools. 
State courses of study and literature bearing upon the subject of 
the high school curriculum and the various phases of high school 
administration, therefore, have been freely used and quotations 
therefrom will appear throughout this publication. 

It isi expected that the work as outlined will be soimewhat 
strictly adhered to. Permitted options are sufficiently numerous 
to render the course adaiptaible to practically any local need. Small 
schools should guard against the tendency to attempt too ambitious 
a program. The difference between the large and the simall hig-h 
school should lie in the scope of the work atteimpted rather than 
in the quality or quantity of the work done. Tlie student who 
studies algebra or Euroipean history in a two-teacher high school 
Should cover as much of the subject and be as well grounded in 
the work as he would be in a high school with a force of eight 
teachers. 

The attention of all high schooi teachers is directed esipec- 
ially tO' the discussion of the aims of the high school and to the 
marking system recomimended. 

A list of library books is pxesented in the back part of this 
Manual. It is not as comprehensive as could have been prepared, 
but it should nevertheless serve as a useful guide in the estab- 
llsliment of serviceable and effective libraries. 

LESTER D. HENDERSON, 

Commissioner of Educaton 



THE AIMS OF THE HIGH SCHOOL. 



The aims and objectives of the high school will influence to 
a very large extent the subject matter which will be presented. 
The traditional high school was considered as existing largely 
for the purpose of preparing students to enter college. Its curri- 
culum, therefore, was extremely rigid and was formulated to meet 
the needs of those who expected to pursue higher courses. The 
college preparatory function of the high school has now dropped 
from a position of imajor to one of minor importance. Personal 
and social needs of situdents should now govern the high school 
course and the manner and method of presenting subjects. Those 
resiponsifole for the formulation of courses should be influenced 
largely by the fact that about one pupil is [graduated from high 
school out of nine who entered the first gTade, and that of those 
entering high school about one third fail to- reach the second year, 
about one-half drop out before the third year and fewer than one- 
third are graduated. The individual programs of the half who 
stay only two years in high school should be as much a matter 
of concern to high school administrators as the program of those 
who remain for the entire four years of v/ork. 

Due to superior economic as well as other conditions the 
mortality rate among Alaska high school students isi not so great 
as for the nation as a whole. Nevertheless the numiber of students 
whO' fail to enter higih school and who do not coimplete tlie course 
of study when once they enter is sufficiently large to present a 
real proiblem. 

A numiber of attempts to formulate basic educational aims 
have been made. 

The N. E. A. Committee on the Reorganization of Secondary 
Education enumerates seven aims: (1) Health; (2) Command of 
fundamental processes; (3) Worthy home membership; (4) Voca- 
tion; (5) Citizensihip; (6) Worthy use of leisure; (7) Ethical 
Character. 

The Ohio State Department of Education, after a complete 
survey of the best thbugiht on the subject, enumerates six objectives 
as follows: (1) Health, (2) Vocation, (3) Home, (4) Citlzen- 
sliip, (5) Leisure, (6) Character. We quote the following from 
"Ohio Hig'h School Standards" in explanation of these objectives 



MANUAL AND COURSE OP STUDY 



and commend them to high sohoal teachers as worthy of serious 
study and consideration. The quotation is largely a reprint of 
U. S. Bureau of Education Bulletin, 1918, No. 35: 

1. Health. — Health needs cannot be neglected during the pe- 
riod of secondary education without serious danger to the individ- 
ual and the race. The secondary school should therefore provide 
health instruction, inculcate health habits, organize an effective pro- 
gram of physical activities, regard health needs in planning work 
and play, and cooperate with home and community in safe-guard- 
ing and promoting health interests. 

To carry out such a program it is necessary to arouse the 
public to recognize that the health needs of young people are of 
vital importance to society, to secure teachers competent to ascer- 
tain and meet the needs of individual pupils and able to inculcate 
in the entire student body a love for clean sport, to furnish ade- 
quate equipment for physical activities, and to make the school 
building, its rooms and surroundings, conform to the best standards 
of hygiene and sanitation. 

2. Vocation. — Vocational education should equip the individ- 
ual to secure a livelihood for himself and those dependent on him, 
to serve society well through his vocation, to maintain the right 
relationship toward his fellow workers and society, and, as far as 
possible, to find in that vocation his own best development. 

This ideal demands that the pupil explore his own capacities 
and aptitudes, and make a survey of the world's work, to the end 
that he may select his vocation wisely. Hence, an effective pro 
gram of vocational guidance in the secondary school is essential. 

Vocational education should aim to develop an appreciation of 
the significance of the vocation to the community, and a clear con- 
ception of right relations between the members of the chosen voca- 
tion, between different vocational groups, between employer and 
employee, and between producer and consumer. These aspects of 
vocational education, heretofore neglected, demand emphatic at- 
ten.tion. 

The extent to which the secondary school should offer train- 
ing for a specific vocation depends upon the vocation, the facilities 
that the school can acquire, and the opportunity that the pupil 
piay have to obtain surh training later. To obtain satisfactory re 
suits those proficient in that vocation should be employed as in 
structors and the actual conditions of the vocation should be utilized 
either within the high school or in cooperation with the home, farm, 
shop, office. Much of the pupil's time will be required to produce 
such efficiency. 

3. Home. — Worthy home-membership as an objective calls for 
the development of those qualities that make the individual a 
worthy member of a family, both contributing to and deriving bene- 
fit from that membership. 

This objective applies to both boys and girls. The social 
studies should deal with the home as a fundamental social in- 
stitution and clarify its relation to the wider interests outside. 
Literature should interpret and idealize the human elements that 
go to make the home. Music and art should result in more beauti- 
ful homes and in greater joy therein. The co-educational school 
with a faculty of men and women should, in its organization and 
its activities, exemplify wholesome relations between boys and 
girls and men and women. 

Home membership as an objective should not be thought of 
solely with reference to future duties. These are the better guaran- 



FOR HIGH SCHOOLS OF ALASKA 



teed if the school helps the pupils to take the right attitude toward 
present home responsibilities and interprets to them the contribu- 
tion of the home to their development. 

In the education of every high-school girl, the household arts 
should have a prominent place because of their importance to the 
girl herself and to others whose welfare will be directly in her 
keeping. The attention now devoted to this phase of education 
is inadequate, and especially so for girls preparing for occupations 
,not related to the household arts and for girls planning for higher 
institutions. The majority of girls who enter wage-earning occu- 
pations directly from the high school remain in them for only a few 
years, after which home making becomes their lifelong occupation. 
For them the high-school period offers the only assured oppor- 
tunity to prepare for that lifelong occupation, and it is during this 
,period that they are most likely to form their ideals of life's duties 
and responsibilities. 

In the education of boys, some opportunity should be found 
to give them a basis for the intelligent appreciation of the value of 
the well-appointed home and of the labor and skill required to 
.maintain such a home, to the end that they may cooperate more 
•effectively. For instance, they should understand the essentials of 
food values, of sanitation, and of household budgets. 

4. Citizenship. — Civic education should develop in the indi- 
vidual those qualities whereby he will act well his part as a mem- 
ber of neighborhood, town or city, state and nation, and give him 
a basis for understanding international problems. 

For such citizenship the following are essential: A many- 
sided interest in the welfare of the communities to which one 
belongs; loyalty to ideals of civic righteousness; practical knowledge 
of social agencies and institutions; good judgment as to means 
and methods that will promote one social end without defeating 
others; and, as putting- all these into effect, habits of cordial co- 
operation in social undertakings. 

The school should develop the concept that the civic duties 
of men and women, while in part identical, are also in part sup- 
plementary. Differentiation in civic activities is to be encouraged, 
but not to the extent of loss of interest in the common problems 
with which all should cope. 

Among the means for developing attitudes and habits import- 
ant in a democracy are the assignment of projects and problems 
to groups of pupils for cooperative solution, and the socialized reci- 
tation whereby the class as a whole develops a sense of collective 
responsibility. Both of these devices give training in collective 
thinking. Moreover, the democratic organization and administra- 
tion of the school itself, as well as the cooperative relations of pupil 
and teacher, pupil and pupil, and teacher and teacher, are indis- 
pensable. 

While all subjects should contribute to good citizenship, the 
social studies — geography, history, civics and economics — should 
have this as their dominant aim. Too frequently, however, does 
mere information, conventional in value and remote in its bearing, 
make up the content of the social studies. History should so treat 
the growth of institutions that their value may be appreciated. 
Geography should show the interdependence of men while it shows 
their common dependence on nature. Civics should concern itself 
less with constitutional questions and remote governmental func- 
tions, and should direct attention to social agencies close at hand 
and to the informal activities of daily life that regard and seek the 
common good. Such agencies as child-welfare organizations and 



MANUAL AND COURSE OF STUDY 



consumers' leagues afford specific opportunities for tlie expression 
pf civic qualities by the older pupils. 

The work in English should kindle social ideals and give in- 
sight into social conditions and into personal character as related 
to these conditions. Hence the emphasis by the committee on Bng- 
Jish on the importance of a knowledge of social activities, social 
movements and social needs on the part of the teacher of English. 

The comprehension of the ideals of American democracy and 
loyalty to them should be a prominent aim of civic education. The 
pupil should feel that he will be responsible, in cooperation with 
others, for keeping the Nation true to the best inherited concep- 
tions of democracy, and he should also realize that democracy it- 
,self is an ideal to be wrought out by his own and succeeding gen- 
erations. 

Civic education should consider other nations also. As a 
iPeople we should try to understand their aspirations and ideals 
that we may deal more sympathetically and intelligently with the 
limmigrant coming to our shores, and have a basis for a wiser and 
more sympathetic approach to international problems. Our pupils 
should learn that each nation, at least potentially, has something 
of worth to contribute to civilization and that humanity would be 
incomplete without that contribution. This means a study of spe- 
cific nations, their achievements and possibilities, not ignoring their 
limitations. Such a study of dissimilar contributions in the light of 
the ideal of human brotherhood should help to establish a genuine 
internationalism, free from sentimentality, founded on fact, and 
actually operative in the affairs of nations. 

5. Leisure. — Education should equip the individual to secure 
from his leisure re-creation of body, mind, and spirit, -and the en- 
richment and enlargement of his personality. 

This objective calls for the ability to utilize the common means 
of enjoyment, such as music, art, literature, drama, and social in- 
tercourse, together with the fostering in each individual of one or 
more special avocational interests. 

Heretofore the high school has given little conscious attention 
to this objective. It has so exclusively sought intellectual discipline 
that it has seldom treated literature, art and music so as to evoke 
right emotional resiponsie and prodmce positive enjoyment. Its pre- 
sentation of science should aim, in part, to arouse a genuine appre- 
ciation of nature. 

The school has failed also to organize and direct the social 
activities of young people as it should. One of the surest ways in 
which to prepare pupils worthily to utilize leisure in adult life is 
by guiding and directing their use of leisure in youth. The school 
should, therefore, see that adequate recreation is provided both 
within the school and by other proper agencies in the commun- 
ity. The school, however, has a unique opportunity in this field 
because it includes in its membership representatives from all 
classes of society and consequently is able through social relation- 
ships to establish bonds of friendship and common understanding 
that can not be furnished by other agencies. Moreover, the school 
can so organize recreational activities. that they will contribute sim- 
ultaneously to other ends of education, as in the case of the school 
pageant or festival. 

6. Character. — In a democratic society ethical character be- 
comes paramount among the objectives of the secondary school. 
Among the means for developing character may be mentioned the 
wise selection of content and methods of instruction in all subjects 
of study, the social contacts of pupils with one another and with 



FOR HIGH SCHOOLS OF ALASKA 



their teachers, the opportunities afforded by the organization and 
administration of tlie scliool for tlie development on the part of 
pupils of the sense of personal responsibility and initiative, and, 
.above all, the spirit of service and the principles of true democracy 
which should permeate the entire school — principal, teachers and 
(Pupils. 

EDUCATIONAL AND VOCATIONAL GUIDANCE 

If the aims oif the hi-gh school are to be realized the student 
must receive educational and vocational guidiance from the day of 
his entrance upon the work which the high school curriculum 
affords. Ability and wiriingness to guide are two of the indis- 
pensable prerequisites of a worth-while high school teacher. One 
of the large purposes of the high school is to help boys and girls 
find themselves. The sichool has failed if a student completes the 
course of study without having discovered what line of situdy he 
can pursue most effectively and economically, and in what di- 
rection his natural aptitudes lie. 

Educational guidance is as necessary for the Situdent who will 
drop out O'f school at tihe end of the first or second year as for 
those who will graduate and pursue higher educational courses. 
Not all boys and girls who emter high school are mentally 
equipped to receive what the high sichool has to offer. If it is pos- 
sible to determine with reasonable reliability that a pupil will 
remain in high school one year, two years or three yeai-s, it be- 
comes necessary to select courses for him which will send him 
into life as comipletely prepared as possible — ^more comipletely pre- 
pared than he would have been if he had followed the traditional 
curriculum with no variations. At the same time one musit not 
lose sight of the fact that aptitudes often develop slowly. The 
trangitioii from the elementary to the high school is rapid and 
students confronted with an array of new subjects and a changed 
method of admiinisitration are sometimes slo'W in finding them- 
selves. (The junior high school assists greatly in lessening the 
mortality rate at this period.) Under such circumstances it is 
well to so guide students as to prevent such intensive specializa- 
tion in the first two years that the last two years do not leave 
them an opportunity to build in the direction of college or some 
other desired end. Situations occasionally arise v/here students 
who have devoted fifty or sixty per cent of their time to com- 
mercial and industrial subjects apply for admission to liberal arts 
colleges with disapipointing results. 

John M. Brewer, Director ovf Harvard University's Bureau of 
Vocational Guidance, defines guidance, as "enlightenment and 
advice leadinig to self -di recti on. Guidance relate© to intellectual 
life, culture, future vocation, citizenship, moral problems, recrea- 
tion, social behavior, co-O'perative activity and the like." This 



10 MANUAL AND COURSE OF STUDY 

writer also distinguislies three groups of studenits who may be 
found in the average high school: first, those who t'eel that they 
must liave vocational education; siecond, those who have decided 
upon their calling but wish to continue their general education; 
third, those wliO'Se general education should be continued because 
they have not reached any decision. To quote further from the 
same writer: 

Their choices are founded 'n many cases upon the merest 
whim. They rush into vocational courses on the basis of a second 
or a third preference rather than a first, and they are led into 
decisions by means of the worst forms of false guidance. No one 
who has stiidied the problem of children's choices, unless he is an 
adherent of intellectual aristocracy, and therefore does not believe 
in universal education, can justify a neglect of educational and vo- 
cational guidance. 

Guidance for a vocation is now recognized as a legitimate 
part of the program of the modern high school. The merits or 
drawhacks of an occupation need no lO'Uger be judged through 
hearsay or tradition. It is possible to secure such information on 
the various occupations as will enable the student to determine 
their bearing on the health, personal development and economic 
well being of thcise who follow them. 

By vocational guidance it is not to he understood that the 
school shall decide for young people what occupation they should 
follow. True vocational guidance provides only for that organi- 
zation of school Avork whirh shall result in "pupil self-discovery — 
discovery which helps the pupil to realize what his own capaci- 
ties, aptitudes, and interests are — ^so that he gains information 
about the character and conditions of various kinds of occupa- 
tional life; thus putting the two together he may arrive at a wise 
vocational decision." 

SUPERVISED STUDY 

To state that high school students rarely learn to study dur- 
ing their four years of Avork is but repeating what has become 
almost axiomatic. Despite this fact the attention which the sub- 
ject receives in the average high school is very limited. The de- 
partment urges upon high school adminisitrators the necessity for 
definite attention to the cultivation of proper methods of study. 

Hall Quest in his book, "Supervised Study" defines the term 
as follows: 

Supervised study is that plan of school procedure whereby each 
pupil is so adequately instructed and directed in the methods of 
studying and thinking that his daily preparation will progress under 
conditions most favorable to a hygienic, economical, and self-re- 
liant career of intellectual endeavor. It seeks to prepare pupils 
not simply for high school graduation or courses in higher education, 
but to an even greater extent for successful coping with problems 



FOR HIGH SOHOOLS OF ALASKA 11 

in a world of intense competition, where superior acliievement 
, depends on initiative, clear thinking, and confidence in one's abil- 
ity to organize experience for new adjustments. 

The folloiwiing books will be foiund helpful in organizing and 
directing- the study of high school students: "Supervised Study" 
by Hall Quest (Macmillan); "Hoiw to Study and What to Study" 
by Sandw^ick (D. C. Heath) ; "How to Study Effectively" by 
Whipple (Public School Puiblishing Company) ; and "Teaching to 
Think" by Boraas (Macmillan). 

THE PROJECT METHOD 

The term "project" was first used by the United States De- 
partment of Agriculture as an outlined plan for carrying on a 
piece of co-operative work. The word has now become a common 
part of educational noimenclaiture. The "project method" is one 
of the tools for use in realizing the aims of the hig'h school which 
the secondary school instructor cannot well afford to overlook. 
Stevenson in "The Project Method of Teaching" defines the term 
and discusses it as follolwsi: 

A project is a problematic act carried to completion in its 
natural setting. This definition provides for an act carried to com- 
pletion as over against the passive absorption of information, and 
for the development of the problematic situation demanding reason- 
ing rather than merely the memorizing of information. By empha- 
sizing the problematic aspect it implies the priority of the prob- 
lem over the statement of the principles and it makes provision for 
the natural setting of problems as over against an artificial S3tting. 

An analysis of the definitions of projects by teachers of gen- 
eral educational theory, agi'iculture, science, industrial education, 
and English in primary and elementary grades, shows wide varia- 
tions m meaning. Most of, the definitions make provision for the 
problematic act and few^ for carrying the act to completion. Al- 
though the natural setting for the problems is frequently implied, 
it is seldom specially stated or discussed. 

The question that must be answered in determining whether 
the setting is artificial or natural is this: Is the problem, which 
is demanding solution, different, due to the fact that it is under- 
taken in school, from w^iat it would be were it to arise in life 
outs'de the school? In other words is the problem presented for 
solution by schoolroom practice essentially different from that found 
in life outside the school? If the solution is carried on in the same 
way in school then the problem has a "natvral setting" even though 
it is being solved in school. 

The provision for the natural setting of the teaching situation 
is the distinct contribution of the project method. Without the 
natural setting there is no project. 

High school teachers are referred to the following books for 
a complete discussion of this subject and for suggestions in the 
working out of projects: "The Project Method of Teaching" by 
Stevemsion (Macmdllan) ; "Project Work in Education" by Stockton 
(Macmillan); and "The Redirection of High School Instruction" 
by Lull and Wilson (Lippincott). 



12 MANUAL AND COURSE OF STUDY 



THE SOCIALIZED RECITATION 

The socialized rocltation has been very generally used by up- 
per intermediate grades and junior high school teachers. There 
is no reason why the method is not as aipplicable to the woTk of 
the senior high school. Its principal function consists in de- 
stroying the old conception of the teacher as a taskmaster and 
that of the pupil as one who commits certain things to memory 
and reproduces them at the command of that educational autocrat. 
The socialized recitation provides a condition in which students 
may prepare for social efficiency by conducting themselves as so- 
cial beings. The following quotations from an article in the 
School Review (17:255) define this! type of recitation: 

After having taught history in the high school for six years 
I determined to have the courage of my convictions for one year 
at least, and to give my pupils a fair chance to take the responsi- 
bility of their work and to do it in theii- own way. Up to this 
time I had conducted my lessons in the usual way. 1 had planned 
the lesson beforehand, collected what illustrative material 1 could, 
and in the class had asked the questions, explained the difficulties, 
and carried the burden of work on my shoulders. The pupils had 
answered the questions but rarely asked any and had had no 
chance to get the real benefit of being responsible for the con- 
tinuity and progress of the work nor to plan, investigate or dis- 
cuss it on their own account. I determined that the class should 
be a social group of young people and should have an opuortunlty 
to do .iust those things, i. e., to cooperate -to work together — and 
to give each individual a chance to do anything which he particu- 
larly wanted to do. * * * * 

It was surprising to see the change in the whole atmosphere 
of the recitations which this order of things brought about. The 
pupils were timid at first and I tremblec' for the result, but after 
a lesson or two they became used to it anr" the work went on with 
far more ease and spirit than I had dared hope it would. * * * * 

There were all sorts of unexpected interesting developments 
as the work went on. Whenever difficulties arose we solved them 
together. My opinion was considered of no more importance than 
theirs. When we did not agree I urged tbem to try their way so 
that they might have confidence in their own judgment if they 
succeeded or see its weakness if they failed. Sometimes they elect- 
ed officers who were not efficient and who bungled matters un- 
comfortably. Th pupils suffered immediately and got some pointed 
lessons in civil government, at first hand. 

ACCREDITED HIGH SCHOOLS 

An accredited high school is one which has been insipected by 
the Commiissioner of Educaton and found to offer the required 
curriculum with an adequate faculty, adequate facilities for in- 
struction, and v/ith that general intellectual and moral tone Avhich 
are the marks of an efficiently organized and conducted school. A 



FOR HIGH SCHOOLS OF ALASKA 13 

fully accredited four-year high school must meet the standards 
usually maintained in similar Institutions throughout the United 

States. 

The University of Washington has agreed to place on its ac- 
credited list all four-year Alaska high schools which have been in- 
spected by the Commissioner of Education and which are recom- 
mended by him as doing standard work. Graduates from all such 
high schools are admitted to the University of Washington and 
other universities and colleges of the United States without ex- 
amination. 

High schools offering less than four years of work and which 
meet the requirements may be accredited by the Commissioner of 
Education for one, two or three years. They shall be known as 
standard one, two, or three year high schools as distinguished 
from four year accredited high schools. 

STANDARDS GOVERNING THE ACCREDITING OF 
ALASKA HIGH SCHOOLS 

1. No high school shall be accredited which does not re- 
quire at least fifteen units for gradviation, all of which shall be 
taken from the regular course of study as outlined by the Commis- 
sioner of Education. (A unit or credit is given for the completion 
of a sulsject of five recitations or their equivalent laboratory 
periods per week, pursued throughout a school year of not less 
than thirty-six weeks.) 

2. All recitation periods, for classes of ten or more pupils, 
shall be at least forty-five minutes in length; for classes of not 
less than six or more than ten, at least forty minutes in length. 
Recitation periods of less than forty minutes must be approved by 
the Commissioner of Education. Two periods of laboratory work 
shall be considered of equal instructional value with one period 
of recitation. Schools adopting the supervised study plan should 
provide for recitaition periods of not less than sixty minutes. 

3. No high school shall be accredited which does not have at 
least three teachers giving their entire time to instruction and 
administration. The superintendent or principal may have time 
for supervising the work of teachers. 

4. The minimum scholastic training of teachers of academic 
subjects in accredited four-year high schools shall be the comple- 
tion of a standard college course. 

5. Teachers of special subjects are required to possess such 
scholastic training as shall fit them to give instruction in the 
subjects which they present. Such subjects as music, art, manual 
trainiriig, household economics, physiical education, commercial sub- 
jects, or such others as may be determined by the Commissioner 
of Education are to be considered as special subjects. 



14 MANUAL AND COURSE OP STUDY 

6. No high school shall be accredited in any community 
in which the stan^diard of scholastic training required of teachers 
in the elementary school is not at leaist the coimipletion of a four 
year high school course and one year in an approved normal or 
college with sipecial aittention to preparation for teaching. 

7. No high achoo'l shall ibe accrediteid unitl in tihe Oipinion of 
the Comiuissioner of Education amiple and saiita'ble provision has 
been made for the proper education of the children in the 
elementary schools both as regards equipment and number and 
quality of the teaching force. 

8. The number of daily periods of classroom instruction for 
each teacher shall not exceed six; Provideid that a laboratory 
recitation, of two periods shall be considered as the equivalent of 
one regular period of classroo'm instruction. 

9. The laboratory and library facilities of accredited high 
schools shall be adequate to the needs of instruction in the sub- 
jects taught. 

10. No high school shall be accredited which does not have 
at least twenty students enrolled in grades nine to twelve in- 
clusive. 

11. The location and construction of the building; the light- 
ing, heating and ventilation of the rooms; the nature of labora- 
tories, desks, apparatus, maps and illustrative material; and the 
general sanitary condition of the building and grounds shall be 
taken into oonsi deration in placing any high school on the ac- 
credited list. 

12. Every curriculum in accredited high schools shall in- 
volve the completion O'f at least two majors of three units each 
and two minors of two units eiach. The following will be deemed 
siajtisfactory miajor groups: 

3 units of English 

3 units of foreign language 

3 units of matheimatics. 

3 units of siooial science 

3 units of natural science. 

Two units from any one of the foregoing groups of studies 
shall constitute a minor. 

STANDARD ONE, TWO, AND THREE YEAR HIGH SCHOOLS 

Pollawing are the standards for three, two, and one-year 
high schools. The purpose of accrediting such high schools is that 
those completing the courses may have had an opportunity to do 
standard high school work and thus be admitted, without examina- 
tion, to standard high schools, either in the Territory or the 
States, offering more advanced work. 



FOR HIGH SCHOOLS OF ALASKA 15 

Standards for these high schouis are the same as those for 
four-year schools except as noted below: 

Three-Year High Schools 

1. Required units for campletdon of course, twelve. 

2. Number of teachers giving their entire time to the work 
of inetruciti'on and siupeTvision, two. 

3. No definite requirement regarding enorllment. 

4. Every curriculum shall contain one majoir of three units 
and at least two minors of two units each. Major and minor 
groups as listed under four-ysar accredited high schools are ac- 
ceptaible. 

Two-Year High Schools 

1. Required units for coiniipletion of course, eight. 

2. Number of teachers giving their entire time to the work of 
instruction, one. 

3. No roquireiment regarding enrollment. 

4. Two minors of two units each shall be required in all 
curriculums. 

One-Year High Schools 

1. Required units for coimipletion of course, four. 

2. Number of teachers in whole system, at least two, one of 
whom shall giive at least one-half time to the work of instruction 
in the high school. 

GENERAL REQUIREMENTS AND SUGGESTIONS 

1. All courses of study in high school, whether one, two, 
three or four year Migh schools, must be approved by the Com- 
missdoner of Education. 

2. Four regular full unit subjects provide sufficient work for 
the average high school student. Students who* are strong both 
physically and mentally, and who are well grounded in their gen- 
ei'al school work are &oimieti;mes able toi carry a heavier course, 
alitho this practice should be discouraged. Under no conditions 
should a student take mOro than five full unit subjects in one 
eiohool year. 

3. It IS preferable to defer the study of early European his- 
tory until t'lie Tenth Grade, since by so doing pupils are better 
able to graap the subject and are yet able to complete the full 
three-year course in history. 

4. A high school should offer only such subjects as its facili- 
ties and teaching force will permit. A good elementary school 
and two years of standard high school work will fit a pupil for 
life to a much higher degree than will a weak eleimentary school 
and a weak four year high school course. 



16 MANUAL AND COURSE OF STUDY 

5. It is noit well for a high school having the miinimum re- 
quirement ofi teachers to attempt too extensive a course of S)tudy. 

6. High schools which are offering but one, two or three 
years of work but which have a sufficient enrollment to warrant 
the addition of another year should plan their course accordingly 
during the year prior to such addition. 

7. Science cilasees should meet for at least seven periods in 
esyOh week, thus providing for two double period re'citations in 
laboratory work weekly. 

8. Manual tiraining, hoime econoimics, typewriting, book- 
keeping and other classes in w;hich nO' particular preparation out- 
side of the class-rooim is required, should meet for a double per- 
iod five times each week if one full unit is to he given for the 
work. Where manual training or hoime econoimics are ottered but 
two or three days in each week, one-half unit only shall be given. 
AVhere such subjects as book-keeping and typewriting are offered 
for but one period each day, one-half unit only shall be given. 
All other classes meet five periods per week. 

9. No more than two units sihall be allowed for work in each 
of the following subjects: Manual training, domestic science, 
typewriting, bookkeeping. Not more than one unit shall be al- 
lowed for v/Oirk. in each of the following subjects: Music, physical 
education. 

10. Credit shall not be allowed for physics or chemistry if 
given before the third year of the course nor shall credit be al- 
lowed for United States history and civics if given before the 
third year of the course, except where the student may have taken 
the subject while in a two-year high school. 

11. No credit shall be given for a semester of work in a one' 
year subject. 

12. No course of study offering a foreign language will be 
approved unless at least two units of that language are provided 
for. If, however, a student has com'pletod satisfactorily one unit 
of a foreign language and in the judgment of the superintendent 
or principal he would not profit by further study of the sub- 
ject, the unit coimploted may be credited toward the units re- 
quired for graduation. In no' case can this be permitted to oiccur 
with more than one language. 

13. Accurate and complete records of attendance together 
Avith the class standing of all students should b^e kept, and in such 
form as to be conveniently referred to and safely preserved. Loose 
leaf record books such as those prepared by the S. Y. Gillan Co. 
are reco'mim ended. 

14. No student having a grade of less than "B" in the 
majority of subjects, according to the marking system recommended 
below, should be certified to a universiity ov college as capable of 
doing standard work. 



FOR HIGH SCHOOLS OF ALASKA 17 

MARKING SYSTEM 

A uniform marking systeni is reco'mmended for all higli 
schools. Massachusetts has worked out some excellent sugges- 
tions on marking as folloiws: 

The use of percentages, or of any numerical scale, should be 
discarded for the reason that it is not possible to indicate degrees 
of attainment with anything approaching mathematical precision, 
and for the further reason that the notion that a student should be 
promoted when, and only when, he has accomplished 7/10, or any 
other portion of the work fails to take into account the types of 
material involved. Some facts, principles and relations must be 
mastered absolutely as tools. Partial knowledge will not avail. 
Other ideas are valuable but not pivotal. Furthermore, knowledge 
is only one of five attributes to be inculcated. Habits, powers, in- 
terests, and ideals are of equal if not greater importance, but they 
cannot be measured in percentages. 

To be satisfactory a system of marks should answer the fol- 
lowing questions: 

Is the attainment in the subject — 

(1) Of liigh excellence? Such as is ordinarily secured by 
about 5 to 10 per cent of a class. 

(2) Good and satisfactory? This ordinarily should mean work 
above the average. It means a grade which would warrant the 
school in certificating the work for college entrance. 

(3) Such that the pupil may wisely proceed in the subject? 
This may be called a qualifying mark. In the case of subjects in 
which a thorough foundation must be secured in order that the 
pupil may undertake the work of the next year with reasonable 
success, this mark should not be given unless the work is dis- 
tinctly good. 

Even if a pupil has not mastered a subject so well that he 
may wisely proceed in that subject, it may be that he has acquired 
certain educational results, valuable for him, on account of which 
he shall be given a passing mark. Many failures today are due to 
the belief on the part of the teacher that the pupil has not reached 
a standard such that he should take the next year's work in that 
particular subject. However, a pupil should have some kind of 
credit for a course in which he has made an honest and sustained 
effort, and from which he personally has derived real benefit in 
terms of his own development. 

Consequently in case a negative answer must be given to the 
three preceding questions, the fourth question should be — 

(4) Has the pupil secured results in his own education such 
that he should have passing credit for the course, even though he 
should not continue the subject? 

A pupil of good native ability in any particular subject could 
not receive this mark in that subject, for if he applied himself 
diligently he would receive at least a qualifying mark. 

It should be noted at this point that question (4) is radically 
different from the first three questions. It relates to the progress 
of the pupil in terms of his own personal development. The pupil 
of larger ability should be required to apply himself no less dili- 
gently than the pupil of lesser ability. The school has a right 
to expect honest effort from, earh and every pupil, but it has no 
right to expect that all the pupils can reach the same standard of 
achievement. The first three questions ignore personal differences 



18 MANUAL AND COURSE OF STUDY 

in ability, and are therefore objective, while the fourth quest-on 
is subjective. 

Tihe following systeim of marks meets the above requirements 
and is therefore recommended: 

A — Superior work. 
B — Good work. 

C — Fair work, entitling the pupil to proceed in that subject. 
X — Entitling the pupil to credit, but not entitling him to pro- 
ceed in that subject. 
F — Failure. 

COURSES OF STUDY 

The majority of high s<chools will employ not more than three 
teachers. Many school systems will offer one, two, or three years 
of high school work with feiwer than three high school teachers. 
Each high school will find it necsesary to guard against attempt- 
ing too aimbitious a program. The temptation to offer many 
courses and a wide range of choice in siiibjects must be resisted. 
Thoroughness of the work accomplished and not the sipace which 
the curriculuim offers when set down on paper determines the rank 
of a high school. 

None of the Alaska high schools are in a positioin to offer a 
larze variety of coiurses. Neither is it essential that high schools 
have a large number oi coursies labelled "classical course," "scien- 
tifi'C course," "ooimmercial comrse," "college entrance course," 
"general course," etc. Under present conditions almost all courses 
of gitandard high school grade may ^be used for entrance to a 
large nuimiber of colleges and universities. The University of 
Washington for example admits to Freshman standing any recom- 
m^ended graduate of a four-year accredited high school who pre- 
sents fifteen units of credit distriuted as foUoiws: 3 units of Eng- 
lish; 1 unlit oif algebra; 1 unit of plane geomettry; 3 units in any 
one of the following groups: (a) foreign language, either ancient 
or imiodern (or 2 units if three uniits of matheinatics are pre- 
sented) ; (b) history, ci\ics, eoonoimics; (c) physios, chemisitry, 
botany, zooloigy, general biology, physical geography, geology, 
physiology; 2 units in subjects presented in the above groups (a)- 
(c) ; 5 units selected from suibjects accepted hy an approved high 
s.chool for its diploima. From this it will be seen that 10 units 
are required to be selected from a wide range of specified sub- 
jects, while 5 may be chosen from the school's own curriculum. 

The University of Oalifoirnda proivides that any graduate of an 
accredited high school of the State of California may enter the 
university. Graduates from accredited high schools outside the 
State are admitted if their grades are of the required standing. 
The University of Idaho pdmits to Freshman standing graduates 
of accredited four-lear high schools who have included in their 



FOR HIGH SCHOOLS OP ALASKA 19 

course 3 units of English, 2 units of mathematics (algetora, one 
and geometry, one), 2 units of natural or phystical science, and 2 
units of history or political science — 9 required units in all out of 
16 which must be submitted for, entrance. 

Froim the foreigoing, it will be noted that any school may 
offer a wide range of coimmercial or vocational subjects and still 
qualify students for university entrance. As previously indicated, 
hov/ever, the aim of the high schooi course of study is primarily 
to prepare high school pupils for the duties and responsilbilities of 
citizenship and incidentally to follow more advanced lines of study 
in higher institutions of learning. 

The department is suggesting four courses of study for the 
larger high schools. High schools which employ the minimum 
number of teachers, three, sliould not atteanpt to offer the entire 
coim;mercial course or to offer more science than can be well pre- 
siented. For the small high school one foreign lamguage is better 
than two. One unit of laboratory science well done is better than 
tv\''o indifferently presented. 

The difference between the large and the small high school 
should lie in the scope of the worfe attempted rather than in the 
quality or quantity of the work done. United States history and 
civics should be taught equally well in all high schools. The 
student who studies algebra in a two-teacher high school should 
cover as much of the subject and be as well grounded in the work 
as he would be in a high school with a force of eight teachers. 
The same thing may be said of the two-year high school. The 
work of the two years presented should be equal in value to that 
of the first two, years in any high school of the entire Territory. 

The rigid single track curriculum has had its day. The 
same is also true of the purely elective system. High school ad- 
ministrators are coming to realize that while the modern high 
school must provide a curriculum which must make allowance for 
the varying ability, needs and interests of pupils, it also must be 
so constructed that whichever course the student may elect, he 
Avill find therein an arrangement of studies that is purposeful 
and of real educatioiial value. The courses which the department 
is suggesting, therefore, contain a number of required studies 
and as wide a range of electives as it is felt can well be attempted 
even by the large high schools of the Territory. A diploma of 
graduation from high school must mean more than that the 
student has spent four years in high school and made a passing 
mark in fifteen units of work. 



20 



MANUAL AND COURSE OF STUDY 



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FOR HIGH SCHOOLS OF ALASKA 21 

ONE-TEACHER COURSE 

It is not possible for one teacher to present thoroughly more 
than two years of high school work. This can be done only by 
alternating subjects from year to year, and by offering only cer- 
tain specified subjects with no opportunity for election on the part 
of students. Forty-mdnute recitation periods are ample. The fol- 
lowing course is recoimmended: 

Subjects Offered Each Year 
FIRST YEAR SECOND YEAR 

English English 

Early European History Modern European History 

Subjects Taught to Both First and Second Year Students in 
Alternate Years 

EVEN YEARS ODD YEARS 

Commercial Arith. Algebra 

1st Semester Bookkeeping 

Commercial Geog. 

2nd Semester 
General Science. 

TWO-TEACHER FOUR-YEAR COURSE 

Two teachers can present three years oi work very effectively. 
It is, however, difficult to arrange a four-year course of study that 
can be presented by tw'o teachers. Such a course can, of necessity, 
offer no elective subjects and must be made up chiefly of academic 
subjects. Alternation of subjects from year to year is also nec- 
essary. 

Following is a curriculum recommended for a two-teacher 
four-year high school: 

FIRST YEAR ■ 

FIRST SEMESTER SECOND SEMESTER 

English I English II 

Algebra I Algebra II 

General Science I General Science II 

(a) Commercial Arith. Commercial Geog. 

SECOND YEAR 

English III English IV 

Geometry I Geometry II 

Early European History I Early European History II 

(a) Bookkeeping I Bookkeeping II 

THIRD YEAR 

(b) English V English VI 

(c) Modern European History 1 Modern European History II 

(d) Biology I Biology II 
Latin I latin II 

FOURTH YEAR 
(b) English VII English VIII 

(r) U. S. History Civics 

(d) Physics I or Advanced Algebra Physics II or Solid Geometry 

Latin III Latin IV 



22 MANUAL AND COURSE OF STUDY 

The two subjects marked (a) are to be alternated, on© being 
presented in even and the oither in odd-numibered years. The same 
is true alsb O'f those marked (b), (c) and (d). This leaves 12 
soi'bjects yearly ,to be presented 'by two teachers. The above coursie 
meets university entrance requirements. Studeu'ts should be con- 
fined to the study of the various subjects in the year of the course 
in which the subject is a regular or an alternate subject. It will 
be noited that the alternation of subjects is confined almost en- 
tirely to the third and fourth years where students have settled 
definitely into the swing of high school work. Too much alterna- 
tion of subjects in the first two years is not desirable. Latin may 
be omitted and electives listed in the course of study for third and 
fourth year students substituted. 

THREE-TEACHER FOUR-YEAR COURSE 

With three teachers on the high school faculty it is possible 
to offer a wider range of subjeots with fewer alternations than 
indicated in the foregoing course. The folio-wing program of work 
is recommended. Three-teacher high schools will find it neces- 
sary to guard against attempting to offer too ambitious a pro- 
gram. There will be a tendency to inaugurate new lines of work 
in years when a peculiarly desirable combination of teachers are 
employed which cannot be followed up when a change in the 
high school faculty takes place. It will be best therefore for 
three-teacher high schools to follow a definite program of work 
froim year to year. The following is recoimmended: 

FIRST SEMESTER SECOND SEMESTER 
FIRST YEAR 

Required: Required: 

English I English II 

Algebra I ' , Algebra II 

General Science I General Science II 

Elective: Elective: 

Latin I Latin II 

(a) Commercial Arith. Commercial Geog. 

Manual Training I Manual Training TI 

Domestic Science I Domestic Science II 
SECOND YEAR 

Required: Required: 

English III English IV 

Plane Geometry I Plane Geometry II 

Early European History I Early European History II 

Elective: Elective: 

Latin III Latin IV 

(a) Bookkeeping I Bookkeeping II 
Manual Training I Manual Training II 
Domestic Science I Domestic Science II 

THIRD YEAR 
Required: Required.: 

(c) English V English VI 

(b) Modern European History I Modern European History II 



FOR HIGH SCHOOl^S OF ALASKA 23 

Elective: Elective: 

(d) Advanced Algebra Solid Geometry 
Modern Language I Modern Language II 

(e) Biology I Biology II 
Shorthand I Shorthand II 
Typewriting I Typevv-riting II 

FOURTH YEAR 

Required : Required : 

(c) English VII English VIII 
(b) U. S. History Civics 

Elective: Elective: 

Modern Language III Modern Language IV 

(e) Physics I Physics II 

(d) Commercial Law Economics 
Shorthand III Shorthand IV 
Typewriting III " Typewriting IV 

As with the two-teacheir course, the foregoing course pro- 
vides for alter nation of suibjecits thus enabling three teachers to 
offer the entire twenty-two units with a minimum of seventeen 
units in any one school year. The "course provides for but one 
year each in manual training and doimestic science. These sub- 
jects are elective in the Freshman and Sophomore years. As with 
other courses it is recorn'mended thait situdents be confined to the 
study of the various subjects in the year In which they are either 
regular or alternate suibjects. It will hardly be possible for 
schools to offer both the Sitenograiphic course and courses in 
manual training and domeatic science unless elementary school 
teachers are utilized. 

THE JUNIOR HIGH SCHOOL 

Tlie foregolnig coiurses are arranged for schools which are 
origanized on the 8-4 plan since this type of organization still 
characterizes the majority of schools. The department, however, 
thoroughly approves of organization on the 6-6 plan with six years 
devoted to elementary school work and with grades 7, 8, and U 
organized as a unit under the name junior high school and with 
grades 10, 11, and 12 organized as a senior high school. 

The most important characteristics of the junior high school 
type of organization may be summarized briefly as follows: 

(1) It lessens the break between the high and the elemen- 
tary scho'ol by permitting the introductioii into junior high schools 
of modified high school methods and management and bridges tha 
gap which occurs between the eighth grade and the high school 
when the natural tendencies of the adolescent might pull him 
away from school. 

(2) It permiits of promotion by suhject rather than by grade 
and thus takes into account exceptional tendencies on the part 
of individual stu dents in the seventh and eighth grades. 



24 MANUAL AND COURSE OF STUDY 

(3) It makes for more efficient teachinig by permitting read- 
ily the initrod'uction of departmental work. Teachers are not re- 
quired to he masters of m'any suhjedts. Departmental work has an 
added advantage from the standipoint of the student in that it 
tends to break the monotony of thie single teacher classroom. 

(4) It permits of 'better direction ot the social instincts of 
the adolescent boy and girl. 

(5) It makes possible the introduction of elective subjects 
at an age v/hen this oppoTtunity for election should be given and 
permits of better adminiistiriatioii of superviised study, physical 
education, and vooational lines of work. 

The size of the average Alaska school, however, precludes ot- 
ganizato>n of junior high schools with any large list of electives. 
The subject matter of the junior high school curriculum cannot 
vary tO' any great extent froim the traditional work of the seventh, 
eighth and ninth grades. However the other heniefits of this type 
of school organization may be secured by even the smaller schools. 

VOCATIONAL GUIDANCE 

The course of study in voicational guidance should begin in 
the eighth grade and should, include the following activities: 

1. Collect and arrange in usiable, convenient form, the school 
record of each pupil. This record is tO' be used in the selectioai of 
studies and in the teaching and mianagement of the pupil. The 
record will reveal much regarding the capacity and disposition 
of the student both to himself and to his teacher. 

2. Have each pupil tell orally and in writing, as English 
work, what vocation or voications he would like to follow, the 
nature of the voication, why he prefers iit, and what aptitude he 
thinks he has for it. Ct)mipare this with his school record. 

3. Teach pupils how to study effectively and how to pre- 
pare their leiseons in the most effective way. Textbooks dealing 
with this subject are listed ait the conclusion of the discussion 
on Supiervised Study. Keep* a record of gain in time, quality and 
quantity of work done. In these experiments the pupil and teach- 
er should have two aims: (a) to find better methods of study; 
(lb) to find what the pupil can learn most effectively and econom- 
ically. 

NINTH GRADE 

Continue the work outlined for the eighth grade. If voca- 
tional guidance is not offered in the eighth grade, some time 
should be devoted to the work oiutlined ahove at the beginning 
of the year. Teaohing pupils how to study and systematic super- 
vision of study should continue throughouit the high school. 

Have each pupil begin to plan his vocational career, even 



FOR HIGH SCHOOLS OF ALASKA 25 

althO' it is expected that with more knowledge and experience his 
piians will change. The pirincipal work of the year consists in a 
study of some of the chief local vocations. The following out- 
line for the study of a vocation, taken from Bulletin 1918, No. 
24, Bureau of Edueation, is recommended for use. 

OUTLINE FOR THE STUDY OF A VOCATION 

I. General statement concerning the vocation: 

1. Value of the vocation as a social service. 

2. Duties of one engaged in it. 

3. Number engaged in it in local community. 

4. Relative number engaged in it in general, with its 
probable future development. 

5. Relative capital invested in it. 

II. Personal qualities demanded: 

1. Qualities of manner, temperament, character. 

2. Mental ability. 

3. Physical demands. 

III. Preparation required: 

1. General education. 

2. Special or vocational education. 

3. Apprenticeship conditions. 

4. Experience required. 

IV. Wages earned by workers: 

1. Range of wages made (table showing distribution of 
all cases). 

2. Average wage per week. 

3. Relation of wage to length of experience and prepara- 
tion 

V. Length of working season, working week, working day, etc. 

VI. Health of the workers: 

1. Healthful or unhealthful conditions. 

2. Dangers, accidents, or risks. 

VII. Opportunities for employment: 

1. In local community. 

2. In general. 

VIII. Organization of the industry, including the relations of 
the worker to his fellow workers, his employers, and the community. 

IX. Status of the workers: 

1. Opportunities for advancement. 

2. Time for recreation and enjoyment. 

3. Adequate income for recreation and the comforts of 
life. 

4. Any other items of peculiar interest in this connection. 

X. Biographies of leaders in the vocation. 

TENTH, ELEVENTH AND TWELFTH GRADES 

The following bulletins of the U. S. Bureau of Education are 
recommended as a guide for the study of vocational education in 
the second, thia-d and fo^urth years of the high school: 

Bulletin, 1914. No. 14. 

Bulletin, 1918. Nos. 19 and 24. 

The following program is suggested for these years: 



26 MANUAL AND COUliiSE OF STUDY 

1. An intensive study of the major government activities in 
Alaska with a view to giving students a clear insight into the 
opportunities afforded tay tlrese fields of work, as follows: 

(a) Bureau of Fisheries. 

(b) Forestry Service. 

(c) Bureau of Public Roads. 

(d) U. S. Customs Service. 

(e) U. S. Land Office. 

(f) U. S. Biological Survey. 

(g) Agricultural Experiment Stations. 

2. A brief study of the world's work. 

3. Study of non-local vocations in general after the plan of 
outline for the study of local vocations in the ninth grade. 

4. Studying and testing the pupil's possibilities. 

5. Guidance with reference to preparation for a vocation. 

ENGLISH 

The besit thought on the subject of English is summarized in 
a receint fJuiblicatdon of the U. S. Bureau of Education, Bulletin, 
1917, NO' 2, entiitled, "Reorganization of English in Secondary 
Schools." This publication is a rep'ort of the Joint Coimmlttee 
on the Reorganization of English appointed by the National Edu- 
cation AsisO'Oiaition and the National Council of Teachers of Eng- 
lish. A coipy shoulM be in the hands of each English teacher. The 
following paragipapihs are taken from this 'bulletin. Coipies of the 
Fourth Report of the Inland Enipire Council of Teachers of Eng- 
lish. (1920) entitled, "Minimum Requirements in the Mechanics 
of English Composition" have been distributed to all schools by 
the department. Additional copies and subsequent reports may 
be obtained from The Inter-Mountain Educator, Missoula, Moii- 
tana. 

AIMS OF THE ENGLISH COURSE 

Stated broadly, it should be the purpose of every English 
teacher, first, to quicken the spirit and kindle the imagination of 
his pupils, open up to them the potential significance and beauty 
of life, and develop habits of weighing and judging human conduct 
and of turning to books for entertainment, instruction, and inspira- 
tion as the hours of leisure may permit; second, to supply the 
pupils with an effective tool of thought and of expression for use 
in their public and private life, i. e., the best command of language 
which, under the circumstances, can be given them. 

The particular results to be sought in the English course may 
be more definitely outlined as follows: 

I. In general, the immediate aim of high school English is 
two-fold : 

(a) To give the pupils command of the art of communica- 
tion in speech and in writing. 

(b) To teach them to read thoughtfully and with apprecia- 
tion, to form in them a taste for good reading, and to teach them 
how to find books that are worth while. 



FOR HIGH SCHOOLS OF ALASKA 



These two aims are fundamental; they must be kept in 
mind in planning the whole course and applied in the teaching 
ol' every year. 

II. Expression in speech includes: 

(a) Ability to answer clearly, briefly, and exactly a ques- 
tion on which one has the necessary information. 

(b) Ability to collect and organize material for oral dis- 
course on subjects of common interest. 

(c) Ability to present with dignity and effectiveness to a 
class, club, or group material already organized. 

(d) Ability to join in an informal discussion, contributing 
one's share of information or opinion, without wandering from 
the point and without discourtesy to others. 

(e) For those who have, or hope to develop, qualities of 
leadership, ability, after suitable preparation and practice, to 
address an audience or conduct a public meeting with proper 
dignity and formality, but without stiffness or embarrassment. 

(f) Ability to read aloud in such a way as to convey to 
the hearers the writer's thought and spirit and to interest them 
in the matter presented. 

III. Expression in writing includes: 

(a) Ability to write a courteous letter according to the 
forms in general use and of the degree of formality or informal- 
ity appropriate to the occasion. 

(b) Ability to compose on the first draft a clear and read- 
able paragraph, or series of paragraphs, on familiar subject mat- 
ter, with due observance of unity and order and with some spe- 
cific detail. 

(c) Ability to analyze and present in outline form the 
gist of a lecture or piece of literature and to write an expansion 
of such an outline. 

(d) Ability, with due time for study and preparation, to 
plan and work out a clear, well-ordered, and interesting report of 
some length upon one's special interests — literary, scientific, com- 
mercial, or what not. 

(e) For those who have literary tastes or ambitions, abil- 
ity to write a short story, or other bit of imaginative composition, 
with some vigor and personality of style and in proper form to 
be submitted for publication, and to arrange suitable stories in 
form for dramatic presentation. 

IV. Knowledge of books and power to read them thoughtfully 
and with appreciation includes: 

(a) Ability to find pleasure in readijig books by the better 
authors, both standard and contemporary, with an increasing 
knowledge of such books and increasing ability to distinguish 
what is really good from what is trivial and weak. 

(b) Knowledge of a few of the greatest authors, their 
lives, their chief works, and the reasons for their importance in 
their own age and in ours. 

(c) Understanding of the leading features in structure and 
style of the main literary types, such as novels, dramas, essays, 
lyric poems. 

(d) Skill in the following three kinds of reading and 
knowledge of when to use each: 

(1) Cursory reading, to cover a gi-eat deal of ground, get- 
ting quickly at essentials. 

(2) Careful reading, to master the book, with exact un- 
derstanding of its meaning and implications. 



28 MANUAL AND COURSE OF STUDY 

(3) Consultation, to trace quickly and accurately a particu- 
lar fact by means of indexes, guides, and reference books. 

(e) The habit of weighing, line by line, passages of espe- 
cial significance, while reading other parts of the book but once. 

(f) The power to enter imaginatively into the tliougiit of 
an author, interpreting his meaning in the light of one's own 
experience, and to show, perhaps, by selecting passages and 
reading them aloud that the book is a source of intellectual en- 
joyment. 

V. The kinds of skill enumerated above are taught for thrpe 
fundamental reasons: 

(a) Cultural. To open to the pupil new and higher forms 
of pleasure. 

(b) Vocational. To fit the student for the highest success 
in a chosen calling. 

(c) Social and ethical. To present to the student noble 
ideals, aid in the formation of his character, and make him more 
efficient and actively interested in his relations with and service 
to others in the community and in the Nation. 

THE SPECIFIC AIMS OF LITERATURE TEACHING 

1. The literature lesson should broaden, deepen, and enrich 
the imaginative and emotional life of the student. Literature is 
primarily a revelation and an interpretation of life: it pictures 
from century to century the growth of the human spirit. It should 
be the constant aim of the English teacher to lead pupils so to 
read that they find their own lives imaged in this larger life, and 
attain slowly, from a clearer appreciation of human nature, a deep- 
er and truer understanding of themselves. 

2. The study of literature should arouse in the minds of 
pupils an admiration for great personalities, both of authors and 
characters in literature. No man is higher than his ideals. Human 
beings grow unconsciously in the direction of that which they ad- 
mire. Teachers of English must, then, consciously work to raise 
the pupils' standards of what is true and fine in men and women. 
The literature lesson must furnish the material out of which may 
be created worthy and lasting ideals of life and conduct. 

3. The literature lesson should raise the plane of enjoyment 
in reading to progressively higher levels. Reading is still the chief 
recreation of many people. It should be the aim of the English 
teacher to make it an unfailing resource and joy in the lives of 
all. To make it yield the greatest pleasure will involve the 
consideration of literature not only as to its content as a state- 
ment of facts and Ideas but as an art The literature teacher 
should not be content with arousing an interest in what is said; if 
he would give the fullest enjoyment, he must develop some appre- 
ciation of the way in which it is said. 

4. In order that the reading habit may yield the pleasure and 
joy of which it is capable, the English lesson should give to the 
student such knowledge of the scope and content of literature as 
will leave him with a sense of abundance of ^'nteresting material, 
and a trained ability and desire to find for himself such intellectual 
and spiritual food as he may need for his p-rowth and his pleasure. 

5. In order that the above ends may be realized, the teacher 

of literature must assume his part in the conscious development of 
'the intellectual faculties of his students. They must be trained not 



FOR HIGH SCHOOLS OF ALASKA 29 

only to I'eel more sensitively and deeply, and to imagine more 
vividly, but to think more accurately and intelligently, that they 
may have the power not only of correct interpretation but of sane 
and wise application to life of the literature to which it is the 
duty of the teacher to lead them. 

SCHOOL ACTIVITIES AS AIDS IN TEACHING LITERATURE 

Probably no other department of a high-school faculty is so 
often called upon to assist in all branches of school activities, save 
only athletics, as the English department, and although such work 
on shoulders already heavily laden, there is justification for it iu 
the fact that no other work of the school may be so benefiicd by 
them. The following, when properly developed, are of unque-stion- 
able value to the literature teacher: 

1. The school library. This is as important to- the English 
teacher as the laboratory is to the teacher of science. The smallest 
school should have the nucleus of a library, and there shouid be 
a regular yearly appropriation for increasing it. The library should be 
made the most beautiful room in the building, breathing an at- 
mosphere of refinement and culture. The wise English teacher 
works hand in hand with the school librarian, informing her of her 
plans and desires for her students, and enlisting her ready co- 
operation. Many a skillful librarian, by her apparently chance 
comment in a seemingly idle moment, has enticed an unwilling- 
student to a reading list when all but sheer force has failed with 
the teacher. Relations should be established with the nearest 
public library for loan collections of books and pictures. Acquaint- 
ance should also be made with the town librarian, especially where 
there is no school library, and her interest and cooperation enlisted. 

2. Literary societies. These flourish best away from large 
schools and centers of population. A little group of more thought- 
ful pupils, reading with an enthusiastic teacher, may get a great 
deal of pleasure and profit. In rural schools, too small to support 
many societies, these may expand into a literary-dramatic school 
club, which, if carefully led, may do much for school and students 
alike. 

3. The dramatic club. The dramatic society and the school 
play may be either a great benefit to the school or a great nuisance. 
The dangers are jealousy and quarrelsomeness among the students; 
friction with the school authorities; undue expenditure of time; 
unworthy standards, resulting in tawdriness. vulgarity, cheap pro- 
fessionalism; and, in some schools, extravagance and personal dis- 
play. The benefits may be realization of what makes for dramatic 
value; unification of school spirit and loyalty; inclusion in the 
school activities of nonathletic pupils; meeting of pupils and teach- 
ers on a common basis of endeavor; character training through 
both acting, which is subordinating oneself to the character pre- 
sented, and the work behind the scenes, which is subordinating 
oneself to the public success of others or of a large project. There 
will be further advantages if the plays chosen are of literary merit, 
so as to deserve a permanent place in the actors' memories, to 
give them permanent standards of dramatic judgment, of character, 
of action, of speech. 

4. The school paper. School journalism is another form of 
student activity that (in its reaction not only on the editors but on 
the school) may be a vital force for good in English work, and 
on this account deserves the friendly cooperation of some interested 
teacher. 



30 MANUAL AND COURSE OF STUDY 

PURPOSES OF TEACHING COMPOSITION 

The purpose of teaching composition is to enable tlie pupil 
to speak and write correctly, convincingly, and interestingly. ihe 
first step toward efficiency in the use of language is the cultiva- 
tion of earnestness and sincerity; the second is the development 
of accuracy and correctness ; the third is the arousing, of individual- 
ity and artistic consciousness. 

A definite point of view must be kept in mind by the teacher 
if this general aim is to be realized; that point of view is that he 
must meet the needs of the individual pupil. The development of 
the expressional powers of the individual pupil should be the aim 
of the teacher rather than the teaching of specific form and rules. 
Each year of a pupil's life brings a broader outlook through added 
experience and more mature thought. Each year, consequently, 
there is nee-d for an increased mastery of technique and of more 
mature forms of expression. Only from a realization on the part 
of the teacher of this growth of personality can an adequate course 
in composition be organized. 

Such individual treatment requires that each pupil do much 
writing and speaking on subjects familiar to him. If material for 
oral and written work is taken from the experience of the pupil, fa- 
miliarity with the subject will enable him (a) to give attention to 
correctness rather than to the mastery of the thought, (b) to write 
or speak convincingly by reason of his own interest, (c) to give 
some attent-on to the arrangement and presentation of his thoughts 
in a manner likely to arouse interest in others. 

The classroom activities in teaching composition when ar- 
ranged in the order of their importance are: (a) Letter writing; 
(b) relating of some simple incidents and explanation of familiar 
subjects; (c) analysis of pieces of writing; yd) reports; (e) liteiary 
composition; (f) debate. 

Letter writing is placed first as being of most importance, 
since it is the form of writing the pupil will use most frequently. 
The pupil should be able to write a courteous letter according to 
the forms in general use. and of the degree of formality or in- 
formality appropriate to the occasion. Second in order of import- 
ance is exposition. The second aim, then, is to train the pupil to 
compose a clear and readable paragraph or series of paragraphs on 
familiar subject matter, with due observance of unity and order and 
with some specific details. Third, is the ability to analyze and 
present in outline form the gist of a lecture or piece of literature, 
and to expand such an outline. The fou^'th aim comes when the 
pupil is more mature and has developed 'n power of expression. 
He should be able with due time for study and preparation, to plan 
and work out a clear, well-ordered and interesting report of some 
length upon his special interests — literary, scientific, commercial, or 
what not. These four a'ms should be kept in mind for all pupils. 
Other aims should be kept in mind for those who have special 
aptitudes: for those who have the argumentative mind, ability to 
arrange the material for a debate in an effective way; for those 
who have literary tastes, ability to write a short story or other 
bit of imaginative composition, with some vigor and personality of 
style and in proper form to be submitted for publication, and to 
arrange suitable stories in form for dramatic presentation. 

CLASSROOM ACTIVITIES 

Classroom activities in composition should be founded upon 
and should g^'ow ont o^ the exTif^nenceT of the pupils. These 
experiences may be classified as follows: 



FOR HIGH SCHOOLS OF ALASKA 31 

1. Those that school life provides: 

(a) School work. 

(b) School activities, social and athletic. 

2. Those that outside interests provide: 

(a) Work — past, present, and future. 

(b) Amusements, play. 

(c) Interests in the home. 

(d) Other interests, as travel and local industries. 

(e) Reading. 

School work itself furnishes a vast amount of material for 
composition. Heretofore there has been a tendency to bass much 
of the theme work on the English classics. The introduction of the 
sciences and of vocational training, however, has made a great 
amount of material growing out of the actual experience of the 
pupils available. There is a growing tendency to use this material 
and to reduce greatly the amount of composition work based on the 
classics. 

All theme work should be made as real and vital as possible. 
The following examples illustrate how school work may be adapted 
to this purpose and suggest methods of giving practice in different 
types of discourse. A pupil makes a field trip with his geography 
class; this trip furnishes more vital narrative material than "A 
visit to England at the time of Ivanhoe;" it is fresher material 
even than "Last year's fishing trip." Another visits a big chemical 
factory; extreme interest in the subject will tend to produce a 
good description of the factory. A t^iird becomes interested in 
radium in the physics class. He reads all that he can find and 
assembles his knowledge in a good exposition. A senior has de- 
voted some time to deciding what he will do after he leaves the 
high school. An argument in defense of his decision, whether for 
a certain college or for a certain vocation, has at its basis the men- 
tal experience of the pupil himself. 

Outside interests — play, amusements, work, home activities, 
reading — will furnish a vast amount of material if the teacher is 
able to direct the pupils to it. The sports furnish good subjects; 
for instance, a talk on "Swimming" might be given by the boy who 
takes the prizes in the contests; or on "How to win a foot race," 
by the boy who won a race in a field-day contest. In general, sub- 
jects should be suggested, not assigned. 

Not only should the actw-ties on which composition is based 
be real, not only should they touch the life of the pupil in some way 
through interest or experience, but the exerrises themselves should 
have, as far as possible, a purpose. Much of the work in English 
may be used for definite ends in the school itself. A s-hool pap3r 
and an annual fur^nsh mea^^s of prpsenting the best noems, stories, 
and editorials produced in the English classes. By skillful manage- 
ment the local newspapers m.ay be induced to publish some of these 
exercises. In large cities a report of S'-hool athletics is mad'^ for 
the local papers every week by pupils, who often receive remunera- 
tion. Programs may be arra'^°:ed for the presentation before the 
school of the class work in English. Speeches of acceptance at 
the awarding of medals for various sports may be given as class 
exercises; and so may the after-dinner speeches for class banquets. 

GRADE IX. 

COMPOSITION, GRAMMAR AND SPELLING: 

Recommended text — "Sentence and Theme" by Ward — Scott, 
Fores,man and Co. In composiition, stress Description. 



32 MANUAL AND COURSE OF STUDY 

LITERATURE FOR CLASS STUDY: 

Select any three including one drama. 

Ivanhoe — Scott. 

Stikeen, The Story of a Dog — Muir. 

Representative Short Stories — Macmillan Co. 

Treasure Island — Stevenson. 

Merchant of Venice — Shakespeare. 

Julius Caesar — Shakespeare. 
Select any three — 

Lady of the Lake — Scott. 

The Vision of Sir Launfal — Lowell. 

Prisoner of Chillon -and Other Poems — Byron. 

Ancient Mariner — Coleridge. 

Portions of Iliad and Odyssey — Bryant's translation. 

Ballads and Ballad Poetry — Hale. 

CURRENT EVENTS: 

Study regularly at least one standard weekly or monthly 
magazine. 

NOTE: The teacher should keep clearly in mind that the chief 
aim of literature study is to lead pupils to like what is being read 
and to stimulate them to further reading. No classic should be 
studied too analytically; there is too much danger of creating a 
distate for the very books that should be appreciated. On that 
ground Ivanhoe should be completed in from fifteen to eighteen 
lessons; Julius Caesar in from eight to ten; the Lady of the Lake 
in from twelve to fifteen. 

It is not necessary that an entire book be read in class. Much 
of it should be read outside and discussed in class. If the teacher 
sees that the students have become interested and may safely be 
depended upon to compiete the book outside, let so'me other book 
be taken up in class. The class should study as many classics 
as can be read without making the reading superficial. 

INDIVIDUAL COLLATERAL READING: 

(At least five selected from the following list.) 

Alcott: Little Women. 

Antin: The Promised Land. 

Churchill: The Crisis. 

Clemens: Tom Sawyer; Connecticut Yankee in King 

Arthur's Court. 
Cooper: The Last of the Mohicans; The Spy. 
Dana: Two Years Before the Mast. 
Defoe: Robinson Crusoe. 

Dickens: Oliver Twist; Old Curiosity Shop. 
Doyle: The Adventures of Sherlock Holmes. 
Fox: Little Shepherd of Kingdom Come. 
Irving: Tales of a Traveler. 
Kingsley: Westward Ho! 

M:trhell: Hugh Wynne. ■ 

Muir: Boyhood and Youth. 
Page: Red Rock. 
Parkman: The Oregon Trail. 



FOR HIGH SCHOOLS OF ALASKA 33 

Porter: Freckles; Girl of the Limberlost. 

Porter : Pollyaniia. 

Rideino: Boyhood of Famous Authors. 

Rolfe: Shakespeare, the Boy. 

Stevenson: Kidnapped; Black Arrow. 

Thompson-Seton: Wild Animals That I Have Known. 

Young: Alaska Days with John Muir. 

Wallace: Ben Hur. 

Warner: Being a Boy. 

Wiggin: Rebecca of Sunnybrook Farm. 

NOTE: Oral or wri'tten reiports on two of the books read 
should be required of all students. Avoid lonig reviews. It is 
much bietter 'to have the stu'dent's honest opinion of the book 
backed up by reasons for his opinion. 

GRADE X. 

COMPOSITION, GRAMMAR AND SPELLING: 

Recommended Text — "Theme Building," by Ward-Scott, 
Foresman & Co. "Word Study for High Schools," by 
Swan-Macmillan Co. 
In coimipositi'on, stressi Narration. 

LITERATURE FOR CLASS STUDY: 

Select any three including one drama: 

• Silas Marner — Eliot. 
Les Miserables (abridged) — Hugo. 
A Tale of Two Cities — Dickens. 
Little Rivers and Other Essays — Van Dyke. 
As You Like It — Shakespeare. 
The Tempest — Shakespeare. 

Select any three: 

Tales of a Wayside Inn — Longfellow (selections). 
Enoch Arden — Tennyson. 
The Blue Bird — Maeterlinck. 
Macbeth — Shakespeare. 

Studies in Nature and Literature — Burroughs (Riverside 
Literature Series.) 

CURRENT EVENTS: 

Study regularly at least one standard weekly or monthly 
miagazine. 
INDIVIDUAL COLLATERAL READING: 

(At leasit five selected from the folllowing list. Oral or writ- 
ten class reports on at ileaat two.) 

Addams: Twenty Years at Hull House. 

Bacheller: Eben Holden. 

Blackmore: Lorna Doone. 

Burroughs: Camping and Tramping with Roosevelt. 

Churchill: The Crossing; Richard Carvel. 

Clemens: Innocents Abroad. 

Connor: The Man from Glengarry. 

Doyle: The White Company. 



34 MANUAL AND COURSE OF STUDY 

Duncan: Dr. Luke of Labrador. 

Davis: Our English Cousins. 

Fox: The Trail of the Lonesome Pine. 

Franck: A Vagabond Journey Around the World. 

Gaskell: Cranford. 

Jackson: Ramona. 

Keller: Story of My Life. 

Maeterlinck: The Life of the Bee. 

Norris: The Pit. 

Palmer: Life of Alice Treeman Palmer. 

Richards: Florence Nightingale. 

Riis: The Making of an American; How the Other Half 

Lives. 
Roosevelt: Hunting Trips of a Ranchman. 
Stuck: 10,000 Miles with a Dog Sled. 
Smith: The Master Diver. 
Tarkington: A Gentleman from Indiana; Monsieur 

Beaucaire. 
Thackeray: Letters to an American Family. 
Wallace: The Wood .Carver of 'Lympus. 
White: The Blazed Trail. 
Wister: The Virginian. 
Wright: The Winning of Barbara Worth. 

GRADE XI. 

COMPOSITION AND RHETORIC: 

Recommended text — "Practical English for High Schools" 
by Lewis and Hosic — American Book Co. 

In com position, stress Expoisition. Emphasis falls upon Chap- 
ter VIII. iStudy such parts of Chapters I to VII as are needed for 
a review of (principles and of Description and Narration. 

ENGLISH LITERATURE: 

Recommended text — "English Literature with Readings" 

by Pace-Allyn & Bacon. 
"Engl'sh Literature" by Long-Ginn and Company and 
"Century Readings in English Literature" by Cunliffe, 

Pyre, Young-Century Co. — in hands of the teacher. 

LITERATURE FOR CLASS STUDY: 

Selections froim the Readings in the text. The following are 
reco'mimenided as a minimu'm requirememt for class s'tudy: 

II Penseroso; 

Lycidas; extracts from 

The Tatler and The Spectator; 

The Village Preacher and The Schoolmaster from, 

The Deserted Village; 

Elegy in a Country Church Yard; 

The Bull Fight and Waterloo from Child's Harold; 

Ode to the West Wind; 

The Cloud; 

To a Skylark; 

Ode to a Grecian Urn; 

The Eve of St. Agnes; 

Memorial Verses; 

The Pall of Sohrab. 



FOR HIGH SCHOOLS OF ALASKA 35 

Students should be led to read all selections. 
Select any four including one drama: 

Selected Essays of Elia — Lamb. 

Idylls of the King — Tennyson. 

Ode on the Intimations of Mortality, and Other Poems — 

Wordsworth. 
Hamlet — Shakespeare. 
She Stoops to Conquer — Goldsmith. 

Essay on Johnson; and Essay on Goldsmith — Macaulay. 
Essay on Burns (and Selected Poems by Burns) — Carlyle. 
The Pied Piper of Hamelin, Cavalier Tunes and Other 

Poems — Browning. 
NOTE: The foregoing classics are all listed in the Riverside 
Series. 

CURRENT EVENTS: 

Study regularly at least one standard weekly or monthly 
im:a!gazine. 

INDIVIDUAL COLLATERAL READING: 

(At least five selected from the following list. Oral or writ- 
ten reports on two.) 

Barrie: Margaret Ogilvy. 

Brj'ce: The Pleasantness of American Lifoi 

Bulw^er-Lytton : Richelieu. 

Carlyle: Heroes and Hero Worship. 

Deland: The Iron Woman. 

Dickens: Our Mutual Friend; Bleak House. 

Eliot: The Mill on the Floss; Romola. 

Hutchinson: If Winter Comes. 

Ibsen: The Doll's House. 

Johnson: To Have and to Hold. 

Goldsmith: The Vicar of Wakefield. 

Kennedy: The Servant in the House. 

Kipling: The Light That Failed. 

Page: The Old South. 

Parker: The Right of Way; The Seats of the Mighty. 

Muir: Travels in Alaska. 

Pope: The Rape of the Lock. 

Sheridan: The Rivals; Under the Deodars. 

Steele: On the Face of the Waters. 

Thackeray: Henry Esmond; Vanity Fair. 

Van Dyke: The Blue Flower. 

Wells: Mr. Britling Sees It Through. 

Zangwill: The Melting Pot. 

GRADE XII. 
COMPOSITION AND RHETORIC: 

Recom(miended Text: "Practical English for High Schools" — 
Lewis and Hosic. "Argumentation and Debate" — Baker & Hunt- 
ington — Ginn & Company. In composdtion, stress Angumentation. 
Emphasis falls upon Chapter IX. Emiphasize!, also, Chapter XI, 
XII and XIII of the regular text. 



36 MANUAL AND COURSE OP STUDY 

AMERICAN LITERATURE: 

Recomaiiendied text — American Literature with Readings, — by 
Pace — ^Allyn & Bacon. American Literature, by Long — Ginn & 
Company, in the hands of the teacher. 

LITERATURE FOR CLASS STUDY: 

Selections from the Readings in the text. The folloiwing are 
recommendied : Thianatopsis; To a WiaterfoiWl ; A Poiresit Hymn; 
The Death of tlie Flowers; Robert of Linicoln.; The American 
Flag; The Building of the Ship; The Birds of Killingworth; The 
Haniging of the Crane; Lowell's poeims and essays; The New 
Soiuth; Skipper Ireson's Ride; Laus Deo!; In School Days; The 
Last Occasion; O Captain! My Captain!; When Lilacs last in 
the Dooryard B'loom'd; The Last Leaf; The Chamhered Nautilus; 
The Deacon's Masterpiece; Selections from the Autocrat of the 
Breakfast Table. 

Select any four: 

Essays from the Sketch Book — Irving. 

Autobiography — Franklin. 

The Gettysburg Speech, Address at Cooper Union, etc. — 

Lincoln (Riverside Series). 
The Raven, Fall of the House of Usher, and Other Poems 

* and Tales — Poe (Riverside Series). 
Self Reliance and Other Essays — Emerson. 
Tanglewood Tales — Hawthorne. 

NOTE: The foiregoing classics are listed in the Riverside 
Series. 

CURRENT EVENTS: 

Study regularly at least one standard weekly or monthly 
magazine. 

INDIVIDUAL COLLATERAL READING: 

(Any five selected froim the foillowing list. Oral or written 
reports on two.) 

Bangs: Houseboat on the Styx. 
Bronte : Jane Eyre. 
Cable: Old Creole Days. 

Clemens: Innocents Abroad; Life on the Mississippi. 
Davis, Richard Harding: Van Bibber and Others. 
Dunbar, Paul I.: Lyrics of the Hearthside, The Bar Sin- 
ister. 
Duncan: Dr. Luke of Labrador. 
Harris, Joel C: Tales of Home Folks. 
Harte, Bret' Poems and Stories (Riverside Series). 
Hawthorne: The Scarlet Letter; Marble Faun. 
; Holland, J. G. : Bitter Sweet. 

Holmes: Elsie Venner. 
Howells: The Rise of Silas Lapham. 
Hutchinson: The Happy Warrior. 



FOR HIGH SCHOOLS OF ALASKA 37 

Jackson, Helen H. : Ramona. 

Jewett, Sarah Orne: A White Heron and Other Stories. 

Lytton: Last Days of Pompeii. 

Miller, Joaquin: Songs of the Sierras. 

O'Henry: Options; The Four Million. 

Page: Marse Chan; Meh Lady. 

Reade: Cloister and the Hearth. 

Roosevelt: The Strenuous Life; The Winning of the 

West. 
Tarkington: Seventeen. 
Van Dyke: The Ruling Passion. 
Warner: In the Wilderness. 
Webster: Orations and Debates. 

FRENCH AND SPANISH 

(Reprimted from Idaho Course.) 

The purpose of a two-year French or Spanish course is to 
teach the pupil: 

1. A good working- A^ocabulary, active and passive. By ac- 
tive vocabulairy is meant one thait is maeteired for actual practical 
use; by pasisive, one that is recoignized by the ©ye and ear, but is 
not used in actual speech. The combination of the two' 'gives^ the 
pupil an extensive knowledge of foreign words and phrases. 

2. To' pronounce correctly and inteliligently. This is not to 
be dome thru mere imitation of the teacher, but thru a serious 
study of the physioloigioal basis of the sounds, and by continuous 
practice; 

3. To exipress himself in simple idiomatic language. To ac- 
complisih this end, the foneagn tongue must be used as much as 
possible in the classi room. The teacher shbuld give all commands 
and carry on the ordinary conversation of the Class room in the 
foreign tong'ue. Expilanations of grammar and rules should be 
given in English; 

4. Flueincy and accuracy in translaiting easy modern French 
and Spanisih prose; 

5. To develop an inlterest in French and Spanish life and 
customs, Msitory and literature. 

Great stress musit be laid o.n pronunciation, and every means 
tiak'cn to inisiure an accurate and inteillig-ent imasitery oif the French 
and Spanish sounds. Unfadling vigilance and contfnual drill are 
the price of a igxjod pronunciation. Phonetic symibolSi may be 
used at the discretion of the teacher. Every new vocabulary 
should be studied in class before heing assigned as a lesson. A 
great deal oi reading, individually and in concert, must be done 
in order toi acquire fluency as well as accuracy. 

For advanced work, charts of difficult sounds^ and words are 
useful. In French thie ai (I), euil (I), eil sound si, eu in open and 
closed syllaibles, ooimibi nations, in gn, ui, etc., are to be given 
exteiisive drill. In Spanish e and o in open and closed syllables, 



38 MANUAL AND COURSE OF STUDY 

the variaitions in r, rr, j, d and t offeT special difficulty. No mis- 
pronunciation may ever be overlooked and the pupil should be 
taught to know the physiological basis of the sounds, so that his 
work may be inteaiigent rather than imitative. 

The eesentiale of grammar must be thoroughly learned, but 
it must always be kept in mdnd tihat the grammar is a mere tool, 
not an end in itself. Every lesson should be the basis ol a thor- 
ough drill. In the third and fourth semesiters review of the first 
year's work is to be supip'lemented by advanced work limited to 
one lesson a week. The principles of grammar may be impressed 
upon the learner's m.ind by drawing his attention to illustra- 
tions as they appear in the text. 

Reading shoulld be begun as soon as the class is alble to 
handle a simiple text, usualy in December. The text should be 
read in the foreign tongue, with close attention to intonation. 
and should be translated iwith absolute accuracy and always into 
good English. Attention Sihould be drawn to gramimatical con- 
atruotions of interest to the pupil at that point of Ms progress; 
a few idioms should be learned for practical use; and the com- 
pleted lesson used as the basis for conversation. Accuracy and a 
thorough undersitanding of the foreign idiom are the aim in read- 
ing, rather thf,n covering a great deal of ground. 

It dis a gooid plan to start with a very simple text, but to 
abandon it for class use when it becomes too easy. It may then 
be assigned for collateral reading. As the pupils progress, the 
text must increasie in difficulty. In semesters 3 and 4, the aim 
is to teach the puipil accurate and fluent translation, quick sight 
reading, and intdllli'g'ent reading of easy matter without trans- 
lation. 

Transliation from English into the foreign tongue serves to 
resolve difficulties and fix correct form in mind. The exercises in 
the grammar are to !be carefully worked over, and advanced work 
may be carried on by means ot the sentences usually found in 
connection with the text. These imay be done orally in class, 
then written at home. Original sentences embodying certain dif- 
ficult points may be prepared by the teacher and given as extra 
board drill. Simiple original compositions may be assigned on the 
text, on dictation work, or oin such easy topics as, Notre Salle 
de Classe, Les Vaoances, eitc. (the same sort being used for 
Spanish ) . 

Much drill must be given to insure a mastery of the idioimatic 
constructions in which French and Spanish abound. Idiomatic 
phrases are to be memorized and used upon every occasion until 
they become a pant of the working vocabulary. Such construotioins 
as the following require especial attention: no^uns and adjectives 
with prepositions, verbs with dependent infinitives, reflexible verbs, 
il y a, repuis, in French, and hace and para and por in Spanish. 



FOR HIGH SCHOOLS OP ALASKA 39 

The aim of oral drill is the abtainment of a reasonable degree 
of fluency and correctness in speech. Such drill must begin the 
very first day of school. The piujpil imust understand that he is 
expected to handiei orally everything that he learns. Sinnple sen- 
tences may be fOTimed with the words of his vocabulary. Dates, 
the days of t'he week, the time of day, etc., may be easily learned 
as well as class room phraseology. The teacher must use the 
foreign tongue as mucli, as possible, always assuring herself, how- 
ever, tbat the clasis really coimpreihends. It is unwisie to exclude 
tbe mother tongue from the class room, and imany a shoirt cut 
may be taken by recourse to the English. Practice in oral work 
may be given in question and answer on the grammar exercises or 
text read, in memory work, or in the reproduction of a given 
passage, and in dramatization. The pupils always take great 
pleasure in asking the teacher questioins and are able tO' under- 
stand com'plicated anistwers very easiily. 

Tlie teaicher must always plan the oral work so as to make it 
serve as a systeimatic drill on various grammar points, idioms, verb 
forms, etc. 

Dicta;tion and memory work should be begun at tlie very 
beginning of the course, and shou'ld progiress from sounds and 
words through sentences and short paragraphs to prose passiages 
and poems. Familiar materiial fromi grairamiar and reader imay be 
used first; later prover'bs, poems and prose for memorizing or 
instant oral reipro'd notion may be given. By the fourth semester 
the class should be able to take unfamiliar matter of average 
difficulty. 

Memory work should usually be begun in dictation, and may 
be learned at once. Every dictation should be written and cor- 
rected two or three times and finally written fro^m memory. 

Throughout the language course verbs must be studied, not 
as an end in tliomselvesi, but as a means of attaininig practical 
command of the lan'gU:age. Irregular verbs should be assigned in 
groups of trwo' and thr&e, and oral and written drills and tests on 
both regular and irregular verbs should be frequently given. The 
entire time, per week, devoted to verbs should not exceed one 
recitation period, and the drills and tests should occur weekly. 

Short tests should be given frequently; long tests almost never. 
Tests limited to five or ten minutes or to one topic, given every 
two or three days, bring good results. Grammar rules or other 
foTimal quesitions should never be asked, but all questions are to 
be planned to test the command, that the puipll has of the actual 
spoken tongue. 

FIRST YEAR FRENCH.— (First Semester) 

Recommended text: The New Chardenal French Course, by 
Brooks — Allyn & Bacon. 



40 MANUAL AND COURSE OF STUDY 

1. Pronunciation. 

2. Ellements of Grammar: 

Clhardenars Griamimair, Lessons 1-25 (oir) 
Prasier and Squair's Comip'leite French Grammar, lessons 
1-18. 

3. Reader: 

Meras: Le Premder Livre, lessons 1-12 or 15. 

Menas et Rotih: Petits Contes de France, pages 20-25. 

4. Prose composition in connection with the grammar. 

5. Oral work — idiomatic con'struotio'ns. 

6. Tests. 

FIRST YEAR FRENCH— (Second Semester) 
Recoimmiended text: Ohardenal's Gramimar. 

1. Proiiunciaitioin and intonation. 

2. Elemenitary gramimiar: 

Chard en al's Grammar, lessons 25-50 (or) 
Fraser and Squair's Comiplete French Grammar, lessons 
20-32. 

3. Reader: 

100 pages for the whole year should be the minimum 

aimount read. 
Meras: Lie Premier Livre (finish). 
Meras and Roth: Peitits Ccmtes de France (finiish). 
Ma lot: Sans Famille. 
Dauddt: La Belle Nivernadse. 

Verne: Le Tour du Monde en quatre vigts Jours. 
Talbot: Le Francais et sa Patrie. 
Montvei-it: La Belie France. 

4. Prose coim'poisitioii in connection with the grammar. 

5. Dictation and memory work. 

6. Verb drilH, irregular verfbs. 

7. Or ail work. 

8. Tesits. 

9. Easy texts for col'lateral reading. 

SECOND YEAR FRENCH 

Recommended text: The New Chard enal French Course by 
Brooks — ^Allyn & Bacon. 

1. Review of grammiar and advanced grammar: 

Finish Ohardenal in first sem'ester omitting unessential 

points. 
Finish Fraser & Squair's Comipliete Course in second sem- 

esiter. Review and ooinifinue study of syntax with 

exeinoises in baick of book, assigniing sections in the 

syntax for advanced study. 

2. Read from 200-300 palges of easy prose. 

Du'mas: Le Coim'te de Monte Cristo; L!a Tulipe Noire. 
Merimee: Coilamlba. 
Halevy: L'Abbe Coinstantin. 



FOR HIGH SCHOOLS OF ALASKA 41 

Maupassant: Huit Comtes Choisis. 

Daudet: Neuf Cbntes Choisis. 

Lalbiche et Martin: Le Voyage du Monsieur Perrichon. 

Hervtitit: Oontes Divers. 

3. Dictaition of poetry, short prose passages, mos't ol which 
should be memoirized. 

4. Tliorough verb drill — 25 or 30 common irregular verbs. 

5. Imtensive situdy of pronunciation. 

6. Coiiverisatioin — iSitories told in cLass. 

• 7. Drill oai coimmoin idiomatic constructio'n, verbSi, nouns, 
adjecitivieis used writh preiposiitions, etc. 

8. Tests. 

9. Easy texts for collateral reading. 

FIRST YEAR SPAN ISH— (First Semester) 

Recommended text: A Sipani.s.h Gramimar, 'by De Vitis; Allyn 
& Bacon. 

1. Pronunciation. 

2. Grammar. 

Die Vitis Spanish Grammar, lesso^ns 1-13 (or) 
Hills and Ford: First Spanisih Course, lessons 1-23. 

3. Readers: 20-30 pages to begin about Deicember 1. * 

Harrison: Eiementary Sipanish Reader. 

Walsh: Primer hobro de Lectura. 

Esipinosa: Eilementairy Spaniigh Reader. 

Pittaro: Spanisih Reader. 

Hatihewiay and Beirge-Soler: Easy Spanish Reader. 

Allen and Castillo: Spanish Life. 

4. Oral wo^rk. 

5. Idiomatic const ructioms. 

6. Mamo'rizlng of idioims and proverbs. 

7. Proise transllation. 

8. Verb drill. 

9. Tests. 

FIRST YEAR SPANISH— (Second Semester) 

1. Constant drill on proiiunoiation. 

2 . G ramlmair : 

De Vitis: Spanis,h Grammar, lessons 14-25 (or) 
Hills and Ford: Lessons 23-38. 

3. Readers: 

75 pages should be the minimum nuimber for the whole 
year, 25 to 50 pages being read the second semester. 
Dorado: Espania Pintoresca. 
Harrison: An Intermediate Spanisih Reader. 
Fuentes and Francois: Trip Through Latin America. 

4. Dictation and easy story telling. 

5. Memory work. 



42 MANUAL AND COURSE OF STUDY 

6. MemiCirizing of idi'Oqn sand proverbs, 

7. Prose transilation. 

8. Verb drill. 

9. Tests. 

SECOND YEAR SPANISH 

1.. Re view of pronunciation. 

2. Grainiimar: Review and advanced. 

De Vitis: Lessons 26-50 (or) 

Hills and Ford: Review and take lessons 3 8-50. 

3. Reading: 150-200 pages of easy Spaniisb. 

Donade: Espana Pinitoresca. 
Valera: El Pajaro Verde. 
Moratin: El Si de las Ninas. 
Oarrion: Zaragueta. 
Valdes: Lo Hermana San Sulpicio. 

4. Dictaition of easy prose passages, preferably on material 
already studied, anecdotes, poetry. 

5. Memory work, story telling. 

6. Verb drill. 

7. Conversataon and study of idioimatiic construictions, 
, 8. Easy texts for collateral reading. 

LATIN 

The aims of Latin teaching are set forth in a bulletin of the 
United States Bureau of Education, 1913, as follows: 

To enrich the English vocabulary, both by the addition of new 
words and particularly by a more perfect mastery and clear under- 
standing of many of the words already in use; to develop an ap- 
preciation of word, phrase, and clause relations; to teach clearness 
and accuracy of expression, both oral and written; to develop habits 
of industry and application; to make the pupil an intelligent critic 
of his own oral and written speech and that of others ; to lay a 
good foundation for the study of English and of modern languages; 
to read some of the great Latin masterpieces; to give a wider view 
of life through familiarity with a great civilization remote from the 
present, both in time and place, in the cool, calm air of non-con- 
temporaneous events. 

Latin is a suibject which is under the fire of the critics at 
the present tiiime. Soime educators advocate striking it from the 
crowded high school curriculum on the ground tha;t other sub- 
jeots less remote from life and the present are of more benefit 
to the student. Others aire willing to permit students to study the 
language for two years but are unwilling to provide a place in 
the high school course of study for foiur years of work. The sub- 
ject is, without doubt, beneficial to same students. The question 
of its value in comparison with other studies, is the occasion for 
the controversy. 



FOR HIGH SCHOOLS OF ALASKA 43 

There is no- doubt but that LaJtin, as w^l as foreign lan- 
guages geiieirially, aro the beneficiaries of the force of traditimn 
and habit and thiat relaltively fcheir values, 'except for a select few, 
are not as great, asi other studies tihat mi@ht be pursued. The de- 
partment is opposed to nuaking the study of Latin oompulsory. It, 
further, favors a two-year course only, especiaMy for small high 
schoo'ls :suc'h as are found in Alaska. H-owiever, a four-year' course 
is outlined for the benefit of larger schools Which may desire to 
use the same. 

In the piaisit few yeairs methoids of teaching Latin have under- 
gone silight changes. The direct metho'd in which the actual lan- 
guag^e is used to a gTeater or less degree, is useid 'by many teach- 
ers. Vitailizing the subject by the use of pictures, art works, 
magiazines, etc. is recotmim ended. Miss Frances Saibin, Oak Park, 
Illiinods, has prepared a "Latin Exhibit" ($5.00) which includes 
some sixty charts. Benj. H. Sanborn and Company publish a 
pamphlet by Albert S. Perkins on the "Doirchester Experiment in 
Vocatioiial Latin," which will be valuable to teachers. 

GRADE IX. 

Recomimended text: "Latin Lesisions" by Smith — AUyn and 
Bacon. 

The text shoul'd be coimpleted during the year in so far as its 
essiential features are coincerned. An actual working vocabulary 
of at least 400 words should be acquired by the pupil. A great 
deal of drill and frequent oral and written reviews are required 
to secure mastery of the declension of noiins, pronouns and ad- 
jectives; of the various forms of ver'bs, both regular and irregu- 
lar; of the coimparisiQin of adjectives iand adverbs; etc. TTae use 
of easy conversational sentences increases interest in the subject. 
There should be a constant study of word-foundation and of Eng- 
lisih words derived from Latin. 

GRADE X. 

Reicoimmended text: "Caesar's Comimentaries" by Kelsey — Al- 
ly n and Bacon. 

Four ibooks of Caesar's Gallic War should be used. The ut- 
most effort should be put forth by the teacher to secure a living 
background in the iaistory of the period, the Roman military 
system, the geography of Gaul, tlie topograpliy of battlefie'lds, etc. 

Grammialtical construction should be em'phaaized. No word or 
expression should be gone over without having its relation to the 
context made clear. Good idiomlatic English must be required. 

One period a week oin the average shomld be given tO' Latin 
composition. CorreOtion of papers in class by tTie pupil himsielf 
is of greater value than their correction by the teacher and return 



4 4 MANUAL AND COURSE OF STUDY 

to the piipil for insipection. D'Ooge's "Datin. Coimposition for Sec- 
ondary Schools," (Ginn) is a good text for use in Latin composi- 
tion work. 

GRADE XI. 

Recom'mendeid text: "Oratioms of Cicero" by D'Ooge — Benj. H. 
Sanborn & Co. 

Read Ciceroi'si four orations against Cataliiie, the one for the 
poet Archias; and at least one more, preferably the O'ne for the 
Manilian Law. 

Latin prose composition as outlined for Giiade X is to be con- 
tinued throughout the year. 

GRADE XII. 

Recomimended text: •'Vergil's Aeneid" by Knapp — Scott, 
Foresiman & Co. "La;tin Gramiimar" by Bennett — ^Allyn & Bacon. 

Read the first six booksi of the Aeneid. The beauty of the Latin 
Classic poetry, the study of the life of the times, and the interest 
that can be aroused in archaeology and mythology will add much 
to the interest of the pupil who pursues the study of Latin tO' 
this point. 

MATHEMATICS 

The force of tradition has dictated the content of the high 
school course of study in mathemaitios for many years. Howeiver, 
the development of the junior high school imovemient with its op- 
portunity for reorganization Oif the work oif the seventh and 
eighth grades, bids fair to change to somie extent the traditional 
content of the ninth 'and tenth grades, at least. The National 
C'omimittee on Matiheimatiical Requircmients hais issiued a report on 
the "Reorganization of Mathematics in Secondary Education," 
Bulletin 1921, No. 32, of the U. S. Bureau of Education. This 
Bulletin Should ibe in the hands^ o'f each mathematics teacher. 
It presents lists, of materials wihich should make up the content 
of miathematics in grades 7 to 12 inclusive, together with sug- 
gestions on the treatment o'f the subject miatter of Aligeibra, Plane 
Geometry and Solid Geometry which make it of especial value. 

Mathematiics is of practical, cultural, and disciplinary value 
to the studenit. Considered as a pracitical siubjeot, a knowledg-e of 
high school mathematics is indispiensable to the study of nearly 
all the sciences and to the pursuit of many artsi and occupations. 
It is the basis of all practical mechanical operations and engineer- 
ing, and of businesis comjpultation and accounting. The study of 
high school mathematics ican also be justified on cultural grounds. 
Some knowledge of its principles and process and some appre- 
ciation of the oi-derliness, harmony and beauty of its relationships 
are the common treasure of all cultivated peoples^. Finally, the 



FOR HIGH SCHOOLS OF ALASKA 45 

study of mathematics develops certain desirable habits and apti- 
tudes, such as: "A seeking for relations and their precise ex- 
pression; an attitude of inquiry; a desire to understand, to get 
to the bottom of a situation; concentration and persistence; a 
love for precision, accuracy, thoroug'hness, and clearness, and a 
distaste for vagueness and incomipleteness; a desire for orderly and 
logical orgianization as an aid tO' understanding and memory." 

As expressed in the comimittee report referred to above, "the 
priim«ary puriposes O'f the teaching of mathematies should be tO' de- 
velop those powers of understanding and of analyzing relations 
of quantity and of space which are necessary to- an insight into 
and control over our environment and to an appreciation of the 
progress of civilization in ite various aspiocts, and to develop 
those habits of thought and of action which will make these 
powers effeotive in the life oif the individual." 

ELEMENTARY ALGEBRA 

Recommjended text: "Elementiary Algebra" by Slaught and 
Lemies^ — Allyn & Bacon. 

Ooimipilete the text. The course is one year in length and 
covers the following: 

1. Equations and problems. 

2. The four fundamental operations. 

3. Factoring and solution of equations by factoring. 

4. Highest common factor, and least common multiple. 

5. The four fundamental operations in algebraic fractions. 

6. Equations involving fractions, and clearing of fractions. 

7. Ratio and proportion. 

8. Literal equations and their uses. 

9. Simultaneous equations of the first degree. 

10. Square roots and radicals. 

11. Graphs. 

12. Quadratic equations. 

ADVANCED ALGEBRA 

Recommended text: "Intermediate Alge'bra" by Slaught and 
Lennes — ^Aldyn & Bacon. 

This subject usually follows a year of Plane Geometry and 
precedcis Solid Geometry. The course is one semester in length 
and covers the following: 

1. Review of the four fundamental operations, but from a 

comprehensive viewpoint. 

2. Factoring. 

3. Fractions, including complex fractions. 

4. Equations of the first degree in one or more unknowns. 

5. Solving equations by determinants and by graphs. 

6. Ratio, proportion, and variation. 

7. Powers and roots. 

8. Exponents and radicals. 

9. Quadratic equations, including graphs of quadratics. 



46 MANUAL AND COURSE OF STUDY 



10. Progressions — Arithmetic and Geometric. 

11. The binomial theorem. 

12. Logaritlims. 

PLANE GEOMETRY 

Riecomim ended text: "Plane Geometry" by Wells and Hart — 
D. C. Heath & Co. 

Complete the text with such omissions as seem necessary in 
order to cover the work in one year. The sulbject usually is offer- 
ed in the tenth grade. 

The aim-s of pilane geometry may be said to be, "(1) to give 
the pupil a praotiical knoiwledge o'f the fo^rm and measurement of 
lines and plane figures; (2) to teach him to see and develoip 
further by processes of coinstructioin and deductive reasoning the 
relations which exist between such lines and plane figures; and 
(3) to develop habits ot neatness, order .and honost thinking." 

The work sihould consist of the formal proots of theorems 
and the soilution of original exercises in approximaltely equal 
amounts. The latter is ot great imiportance in the mastery of the 
subject. Kinowledge of a given set of piroipositions, while com- 
mendaible enough in itself, is not the real test ot ability in 
geometry. Ability to aipiply the p'rinoiplesi learned to the solution 
of new problems demonstrates, thie pupil's mastery of the subject. 

SOLID GEOMETRY 

Recommended text: "Solid Geometry" by Wells and Hart — 
D. C. Heath and Co. 

Comiplete the text with such omissions as seem necessary in 
order to cover the work in one sem^esiter. The oo'urse in solid 
geometry usually follows that i'n advanced algeibra. 

Many pupils have difficulty in seeing three — dimensional 
space relations. Their comprehension Oif the drawing of a geo- 
metric solid will be greatly aided by the use of a simple model 
made of sticks, string, wire, cardboard, etc. It is a waste of ef- 
fort f)'om the standpoint of geometry to spend too much time in 
the construction of elaborate geometric drawings. Long continued 
use of models will interfere with the development of space imag- 
ination which is one of the valua'ble results of the situdy of 
geometry. 

TRIGONOMETRY 

Trigonometry is an interesting and practical siubject. It con- 
stitutes the beet possible review of the essential principles and 
processes of arithmetic, algebra and igeometry. It is fundamental 
in the study of surveying, ©ngineeiring, navigation, astronomy and 
all tbe hig'her branches of niathemaJtics. 

Larger high schools may desire to offer the subject in the 
senior year during one Si©m ester. , 



FOR HIGH SCHOOLS OF ALASKA 47 

The following Is the lilsit O't" subjects that will be included in 
any standard book on plane trigonometry: 

1. Trigonometric functions of an acute angle. 

2. Solution of right angles by means of natural functions. 

3. Theory and use of logarithms. 

4. Solution of right angles with logarithms. 

5. Trigonometric functions of any angle. 

6. Trigonometric functions of two angles. 

7. Trigonometric identities and equations. 
S. Solution of oblique triangles. 

9. Construction of trigonometric graphs. 

NATURAL SCIENCES 

The science courises recoimimiemded for the larger schools dur- 
ing bhe various years are as follows: 

First year — G-enerai Science; or Physical Geography for one 
semester and Coimmerciial GeogTaphy for the o'ther. 

Second year — Biology; Third year — Physics; Fo'urth year — 
Chemistry. 

High schools which ihave a faculty of four teachers or less 
should not attempt to offeir more than three yearsi of science. It 
is recommended that Chemistry be dro'pped from the list. Sucli 
schools should make Biology a third year subject and Physics 
a fourth yeiar subject. The number Oif science classes conducted 
in any one year may be reducod to two by alternatimg the work in 
Biology and Physics and by offering one siujbject in even-numbered 
years to both third and fourth year students, and the other in 
odd-numbered years. 

LABORATORY WORK 

The laboratory period is an iimportant phase of instruction 
in Sicienoe. This does not preclude the praotice of demonstrations 
before the class 'by the inslt ruction, which i.n many cases is more 
valuable than student laboratory work. 

Laboratory work sihould be closely correlated with the work 
of the text. In most sciences double laboratory periods are re- 
quired tiwiice weekly. Tliis does not mean that the arrangement 
must be followed absolutely. There may be occasions when labora- 
tory work should be continued for several days in suocesision in 
which event short exiperim&nts or clasa demonstrations may be 
performed duriiig the single period, if giving a double period to 
the work interferes with the schedule of students. 

There is always the daager thjat the experiments to be per- 
formed in the laboraitory may not appeal tO' the pupil as pre- 
senting a real problem. This should be the aim at all times. The 
mere mianipulatioin of ap'Plairatus for the sake of its niianipulation 
is insufficient. Where a principle is worked out in the laboratory 
hefore ibein-g discussed in class the interest of students is usually 
keener. 



48 MANUAL AND COURSE OF STUDY 

The fo'lloiwing excerpt from the report of the Comimittee on 
Reonganizajtion of Science in Secoindary Schools, U. S. Bureau of 
Education, 192 0, No. 26, contains many heilpful suggestiO'ns: 

Tlie fact that laboratory work in general has not accomplished 
the results expected indicates the need for reorganization of the 
method and content of laboratory work. A few common causes of 
disappointment are : 

(1) Experiments are too frequently devised to check up and 
prove generalizations or laws the truth of which the pupil already 
perceives. 

(2) Experiments often repeat work described in the text in 
such a way that the outcome is uninteresting and of little value. 

(3) The data collected in many experiments are an end in 
themselves. There is no further use for them, and hence they 
have no significance for the pupil. Such "busy work" serves no 
worthy purpose. 

(4) Many experiments are too minutely quantitative and call 
for refinements beyond the need or appreciation of secondary school 
pupils. 

Too frequently the laboratory and classroom, sometimes im- 
properly called "lecture room," are separate not only physically 
but intellectually. 

The laboratory should be a place where the pupil puts ques- 
tions to nature, observes accurately, and deduces conclusions logic- 
ally, not a place where directions are followed blindly and mean- 
ingless results obtained. The value of individual laboratory work 
has been seriously injured by requiring each pupil to do exactly 
the same experiment as every other pupil and do it in as nearly 
the same time and same way as possible. The spirit of the project 
method should vitalize the experimental work. There will always 
be some pupils who should modify the work to meet their special 
needs or interests. Such differentiation should be encouraged and 
lists of alternative work should be available to utilize individual in- 
terests and inclinations. 

Improvement of laboratory practice will result in less cumber- 
some forms of note taking and of notebook making. The experi- 
ment is not designed for the sake of a notebook record. A sum- 
mary of results which can be used in interpreting the work done 
should be made and pupils should be allowed much freedom in 
the precise manner in which the record is made. They should 
record important and significant facts, and the record should be 
clear and complete. That is, the laboratory is a "work place," and 
records should be simple and direct accounts of the real and vital 
work that has been done. 

THE RECITATION 

The following excerpt from the same report sets forth briefly 
the best thought on classroom procedure in science: 

The adoption of the problem-project-topic method of science 
teaching will lead to a considerable change in the purpose and use 
of the recitation period. The "hearing of lessons," memoriter repe- 
tition of facts and principles gleaned from the textbook, the more 
or less discontinuous dialogues between teacher and individual pupil 
should give place to a real class discussion in which all take an 
active part in contributing, organizing, and using the information 
fif-oit with. In pu'^h dis'^ns'^ions the teacher serves to direct, stimu- 



FOR HIGH SCHOOLS OF ALASKA 49 

late, and advise. There should be a maximum opportunity for self- 
expression in the immediate problem. 

In the recitation period the skillful teacher will develop and 
arouse interest, furnish the necessary background, and direct the 
class in its search for answers to a vital problem. In the develop- 
ment of such work the demonstration experiment plays an im- 
portant part. Such experiments need not be spectacular and sen- 
sational, but the unexpected may well be utilized to arouse interest 
and raise questions that the teacher wants raised as fundamental 
to the initiation of a class problem. In the overemphasis on in- 
dividual laboratory work, the value of demonstration experiments 
has been minimized. Such demonstrations, besides being interest- 
provoking, have many of the merits of individual efforts without 
the confusion due to poor manipulation or the failure to observe 
the most important aspects of the experiment. These may serve 
the class as examples of the proper way of working, of manipulat- 
ing apparatus, of noting results, and of drawing inferences. Pupils 
should be encouraged to assist in performing demonstration ex- 
periments. 

GENERAL SCIENCE 

Recommended text: "Elements of General Science" (Revised) 
by Caldwel'l and Eiken'berry — ^Ginn and Company. Laboratory 
Manuial aocompanying the same. 

This course should provide a b'asis for the develoipment of 
interest in the special, sciences'. Care should be taken to iiriipress 
upon the situdeinlt the ifaot that the curtain is lifted but a little 
way in the broad field of science and that the subject is no^ 
suhstitute for an inteinisive stuidy of biology, physics, chemistry, 
geology and the other sciences. The course is designed primarily 
for the benefit of those who may be unable to study science for 
more than one year. 

If properly presen'ted the work of the year should resiult in 
an awakening o'n the par^t of the student to a realization of the 
fact that he is living in an environment that is teeming with 
laws and phenomena from an underistanding of which he will 
derive praotiical and culitural benefit. It should lead him into the; 
scientific spirit of investigation. 

In general science there will be little laboratory work done 
by the pupal. He will observe the work done before the class by 
the teacher, who should be exceiptioinally res&urceful since there 
must be an ingenious presentation of topics selected from a vpry 
wide ranige of poBsible subjects. 

If desired the course in General Science may be one semester 
in length, followed by civic biology or physical geography in the 
second semester. Recomimended texts in these subjects are, "Civic 
Biology" by Hunter, — ^Amierican Book Comipany, and "High School 
Geography" by Whitbeck, — ^Maomiilan Comipany. The last named 
text devotes some attentioin to commercial geography in addition 
to the treatment of physical geography. 



50 MANUAL AND COURSE OF STUDY 

In case the co'urse in general science is limited to one sem- 
ester it will be necessary to eliminate sonie part of the subject 
matter. That portion of the text which covers material presented 
in the subject selected for the second semes'ter may be eliminated 
without any loss to the student. 

Apparatus 

No additional apparatus or other equipimeait is required for 
general science in a school which offers physics or chemistry. 
The following are examples of the simple maiteriais needed. Mosit 
households are supplied with articles that can be adapted to the 
needs of the elass: 

Hand lens, irom stand with rings and clamps, coipper wire, 
zinc and copper plates for siniple cell, dry cells, hydrochloric, 
sulphuric or nitric acid, mercury, glass tubing, magnets, bea,kers, 
test tuibes, flasks, alcohol lamps, meter stick, sipring balances, 
platform balance, piulleys, levers, thermometer, mirroir, prism, 
graduates, hydroimeter, barometer, imicro'scope, etc. 

HIGH SCHOOL GEOGRAPHY 

Reoommendod text: "High School Geography" by Whitbeck — 
Maomillan Company. 

The course is primarily devoted to a study of physical geo- 
graphy. Hoiwever, some attention is given to coniimercial geo- 
graphy especially in the miatter oif the effect which the physical 
oharaoteristics of a country have upon its €omimeirce and indus- 
tries. Standard reference books on physical and commercial geo- 
graphy will be of great asisistanoe to the teacher in expianding 
the scope of the work O'utlined in the text. 

BIOLOGY 

Recoimmended text: "Essientials of Biology" by Hunter — Am- 
erican Book Company. "Civic Biology" by the sia;me author and 
pu'blisihers as a siupplemenitary text. LaboratOTy manulal accom- 
panying the text. 

Biological scienice is intensely practical and contribute© much 
toward a realizatioin of the aims of tihe high school as set forth 
in the openinig pages of this manual. There is much in the study 
of plant and animal life including man that will cointribute to 
health, worthy home membership, vo'cation, citizensihip, woTthy use 
o'f leisure and ethical character. 

Strong emphasis is to be placed on the practical application 
of the subject, particularly to comimunity problem®. The idea is 
to lead the atu'deints in a united effort to prevent I'osses in the 
destruction of natural resources, in unfruitful labor and in damage 
to property. Civic and siociial betterment are expected as a result 
of this study. 



FOR HIGH SCHOOLS OF ALASKA 51 

Observatioins, pirojeots, expeTiments, excursiioms, individual re- 
ports, textbook assignment, quizzes, and conferences all offer a 
rich and varied choice of methods to be employed. Biology lends 
itself readily toi the toipic-piroject-proiblein method of teaching. 

Apparatus 

The following apparatus will be needed in a laboratory course 
in biology. The list is sufficiemt for a olasis of six pupils: 

2 comipo'und microBcoipes, at least o^ne of which has a substage 
condenser and an oil immersion lens; 2 gross of thin white slides; 
2 O'Z. each of round and square cover glasses; 6 fine forceps; 6 
sicalpels; 1 razor; 6 folding lenses; 12 Economy half gallon fruit 
jars; 12 quart, same; 12 pint, same; 50 shell straight side vials 
50 by 12 min.; 3 pounds % inch glass tubing; 12 feet rubber 
hose to match; 2 quartsl formalin; 5 galloins alcohol (denatured); 
2 granite pans; 6 dropping bottles; 3 large battery jars; chem- 
ical thermiometers; flower pots; 6 flasks; 2 funnels; 1 graduate; 
2 pipettes; 3 dozen test tuhes; 6 thistle tubes; cork borer; glass 
cutter; 6 watch glasses; 6 tumblers; balances; a plant press; mis- 
cellaneo'us acids, bases, stains, and other maiterial. 

Dealers in apparatus and supplies for Botany are: 

Cambridge Botanical Supply Co., Cambridge, Mass. 

Bausch and Lomb, San Francisco. 

Braun, Knecht, Heimann Co., San Francisco. 

Spencer Lens Co., Buffalo. 

W. M. Welch Mfg. Co., Chicago. 

Dealers in preserved materials and slides are: 

Cambridge Botanical Supply Co. 

Marine Biological Laboratory, Woods Hole, Mass. 

Chicago Biological Supply House, 5505 Klmbark Ave., 

Chicago. 
St. Louis Biological Laboratory, St. Louis. 

PHYSICS 

Recommended text: "Priactical Physiics" (Revised) by Black 
and Davisi — ^Macmillan Company. "Laboratory Manual in Physics" 
by Black — ^Macmdllan Company. 

A few of the aims of the physics course are- — development of 
ability to observe accuriately signifioamt facts and phenomena, and 
at the same time, to elimlinate noinesisential details; developdng a 
methodical plan of attack before beginning an experiment or set 
of oibsiervations; maintaining system, neatness and order in the 
manipiulation of tools and apparatus; developing, as far as pos- 
sible, scientific insiig'ht and powers of interpretation; securing the 
cultural value of physics hy developing tastes and appreciation for 
scientific piursuits, either as vocatio'ris or lavocations. 

The teacher in every community sho'uld make a careful sur- 
vey of local conditions, occupations, needs and desares of the 



52 MANUAL AND COURSE OP STUDY 

students and of the community in wliich he worlas in order to 
apply physics teaching in a praotical way. Bveiry ayailable 
physical device in the home, local stores, shops, water-worfes, 
pofwer-plants, schocil heating and ventilating, newsipaper printing 
presses, cold storage plants, telephone exchange, etc., should be 
studied and investigated at first hand in this work. 

The following list of topics was prepared by a comimittee 
of ptyBics teachers of the North Central Association of Colleges 
and Secondary schools and approved by the National Commiseion 
on the teaching of Physics. It ^contains the topics which all teach- 
ers agree are desirable for a first course in physics, A pupil who 
has learned these topics well has done a good year's work in 
physics. It is possible, however, to increase the number of topics 
v/ithout leading to superficial work: 

1. Weight, center of gravity. 

2. Density. 

3. Parallelogram of forces. 

4. Atmospheric pressure; barometer. 

5. Boyle's law. 

6. Pressure due to gravity in liquids with a free surface; 
varying depth, density, and shape of vessel. 

7. Buoyancy, Archimedes' principle. 

8. Pascal's law; hydraulic press. 

9. Work as force times distance, and its measurement in 

foot-pounds and gram-centimeters. 

10. Energy measured by work. 

11. Law of machines; work obtained not greater than work 
put in; efficiency. 

12. Inclined plane. 

13. Pulleys, wheel and axle. 

14. Measurement of moments by the product of force times 
arm; levers. 

15. Thermometers; Fahrenheit and centigrade scales. 

16. Heat quantity and its measurement in gram calories. 

17. Specific heat. 

IS. Evaporation; heat of vaporization of water. 

19. Dew point; clouds and rain. 

20. Fusion and solidification; heat of fusion. 

21. Heat transference by conduction and convection. 

22. Heat transference by radiation. 

23. Qualitative description of the transfer of energy by waves. 

24. Wave length and period of waves. 

25. Sound originates at a vibrating body and is transmitted 
by waves in air. 

26. Pitch and period of sound. 

27. Relation between the wave length of a tone and the length 
of a string or organ pipe. 

28. Resonance. 

29. Beats. 

30. Rectilinear propagation of light; pin-hole camera. 

31. Reflection and its laws; image in a plane mirror. 

32. Refraction, and its use in lenses; the eye, the camera 

33. Prisms and dispersion. 

34. Velocity of light. 

35. Magnetic attractions and repulsions. 



FOR HIGH SCHOOLS OF ALASKA 53 

36. Field of force about a magnet. 

37. The earth a magnet; compasp. 

38. Electricity by friction. 

39. Conductors and insulators. 

40. Simple galvanic cell. 

41. Electrolysis ; definition of the ampere. 

42. Heating effects; resistance; definition of the ohm. 

43. Ohm's law; definition of the volt. 

44. Magnetic field about a current; electromagnets. 

45. Electromagnetic induction. 

46. Simple alternating-current dynamo of one loop. 

47. Electromagnetic induction by breaking a circuit; primary 
and secondary. 

48. Conservation of energy. 

At least thirty to thirty-five laboratory experiments from the 
list of fifty contained in Black's "Laboratory Manual" should be 
worked out during the year. 

Physics Apparatus 

The following list of physical apparatus represents a minimum 
equipment for an accredited high school and is sufficient for a 
class of 10 pupils. Schools which find it possible should have a 
larger amount of apparatus than is set forth here. Certain articles 
listed may be made by the instructor and pupils: 

1 Micrometer caliper $ 6.00 

1 Vernier caliper (inside, outside) 4.00 

5 Meter sticks 

1 Protractor - 

1 Specific gravity balance 5.00 

1 Laboratory balance , $10.00 to 30.00 

1 Balance (Harvard trip) 6.75 

1 Balance (Jolly's, double pan) 5.50 

1 Spring balance, 30 lb. 

4 Spring balances, 2000 g 

1 Set universal weights with hooks, 10 g. to 1 kg. 

1 Set Metric weights in block, 1 mg. to 200 g 7.00 

1 Set avoirdupois weights with hooks 1 oz. to 2 lbs. 

1 Iron tripod 

1 Wheel and axle 4.75 

1 Demonstration balance, with five lever clamps.. 

1 Set of pulleys — single, double and triple (movable 

and fixed) 

1 Hall's car (for incline plane) 

1 Adhesion disk 

1 Cohesion disk 

1 Surface tension apparatus 

5 Lead balls (drilled for suspension) 

5 pardwood balls (drilled for suspension) 

1 ^Bursting bottle apparatus 

5 Extra bottles for same 

1 Set capillary tubes , 

1 Pressure apparatus (Pascal's law) 

1 Liquid pressure gauge 

5 J tubes (Boyle's law) - 

2 U tubes 

2 Thistle tubes - ■ 



54 MANUAL AND COURSE OF STUDY 

1 Archimedes principle apparatus 

1 Force pump (glass) 2.50 

1 Lift pump (glass) .- 2.50 

2 Specific gravity bottles — 

2 Barometer tubes — 

1 Aneroid barometer '- 10.00 

1 Hydrometer - 

1 Air pump - -$5.00 to 25.00 

1 Madgeburg hemispheres 3.50 

1 Centigrade Thermometer (10 to 250 degrees) 

5 Centigrade Thermometers (0 to 100 degrees) 

1 Pulse glass 

1 Ball and ring apparatus - 

1 Compound bar 

1 Conductometer 

1 Thermos bottle - -- 

1 Radiometer 7.50 

1 Steam engine (model) -. 5.00 

1 Gas engine (model) 10.00 

5 Bar magnets in boxes -— - 

1 Horseshoe magnet - 

1 Lodestone - 

1 Magnetic needle — -. — 

1 Electro-magnet - -•--- 2.00 

1 lb. fine iron filings ..- 

1 Compass '. 

1 Electroscope - 2.00 

1 Leyden jar with discharger 3.00 

1 Eleclrophorus 

1 Glass rod ....- - 

1 Ebonite rod - 

1 Catsfur - - - 

1 Piece of silk 

1 Electric pendulum 

1 Demonstration battery with elements 3.50 

1 Gravity battery (crowfoot type) -.. 

2 Dry cells 

1 Daniel cell, complete with chemicals and elec- 
trodes -. - -- 3.50 

1 Le Clanche cell, complete 

1 Small storage battery with glass jar 2.50 

1 Hoffman apparatus (electrolysis of water) 10.00 

1 Induction coil $7.00 to 30.00 

1 Telegraph key - -- 2.00 

1 Telegraph sounder 2.50 

1 Relay - 3.50 

1 Tangent galvanometer 5.00 

1 D. C. Ammeter (0 to 30 amperes) -.... 15.00 

1 D. C. Voltmeter (0 to 150 volts) - 15.00 

1 Resistance box 7.50 

1 Lamp rheostat 15.00 

1 Wheatstone bridge 5.00 

1 Resistance coil (1000 ohms) 2.50 

1 Resistance coil (100 ohms) 1.50 

1 Resistance coil (10 ohms) 1.00 

1 Commutator 2.00 

1 Primary and secondary coil - -. 3.50 

1 Electric bell - 

1 Push button 

1 TuT^^rg f^rk (C 25'^ v:b--t'o-<?) 



FOR HIGH SCHOOLS OF ALASKA 55 

1 Tuning fork (G 384 vibrations) 

1 Resonant tube 5.00 

1 Rotator 6.75 

1 Sonometer _.. 10.00 

1 Combined acoustic and color disc — 

1 Equilateral prism 

1 Set of lenses 

1 Concave mirror 

1 Convex mirror 

2 Small plane mirrors 

1 Bunsen photometer 9.00 

1 Iceland spar ...: 

5 250 c. c. flasks 

5 150 c. c. beakers 

1 Linear expansion apparatus 8.00 

5 Alcohol lamps 

1 Calorimeter 3.00 

1 Hypsometer 3.00 

1 Overflow can 

1 Bell jar, 1 gallon 2.00 

1 Hand and bladder glass 2.00 

2 Hydrometer jars 

1 Battery jar (8 in. deep) 

1 Static machine (Wimhurst or Toepler-Holtz) 25.00 

Assorted rubber tubing, glass tubing, wire, corks, mercury, 
aluminum leaf, shot, etc. 

It is not possible to give an accurate price list for the fore- 
going, due to the lack of stability of prices at the present time. 
Approximate prices of some of the most expensive articles are 
given. Schools should secure recent catalogues and make selections 
in accord with their budget. More expensive articles need not be 
purchased at once but should be added to the equipment of the 
school as soon as possible after the course in physics is begun. 

Physical and chemical apparatus may be obtained from the 
following firms : 

Central Scientific Company, Chicago. 
Braun, Knecht, Heiman, San Francisco. 
W. M. Welch Scientific Co., Chicago. 
L. B. Knott Apparatus Co., Boston. 
Schaar and Co., Chicago. 
Denver Fire Clay Co., Salt Lake City. 
Stewart and Holmes Drug Co., Seattle. 

Schaar and Company handle an electi'ic heater which will 
take the place of a Bunsen burner in schools which are supplied 
with electricity. 

CHEMISTRY 

Recommended text: "Finst Course in Chemisitry," by McPher- 
son and Henderson — Ginn & Oomipany. Laboira;tory Manual accom- 
panying the same. 

Unless it is posisible for a school to provide a well equipped 
laJboratory with oipportunity for individual work by students, 
chemistry should not be a part of the course of study. The sub- 



56 MANUAL AND COURSE OF STUDY 

jecit, however, is of an lintensely practical nature. Johnston in his 
book on "High School EdUiCation" justifies the addition of chem- 
istry to the hig^h school curriculum as followsi: 

Chemistry has a place in the high school curriculum because: 
First, it teaches of the constitution and changes in the world about 
us, and the information adds a new interest to and appreciation of 
life. Second, the advance in chemical knowledge is felt in a hun- 
dred ways in every home life today. Third, chemistry gives much 
specific information of use in everyday life. Fourth, chemistry, 
if properly taught, is one of the best subjects to train the pupil 
to see for himself, think for himself and to do for himself. 

The chemistry ol" every-day life sihomld be stressed in present- 
ing the subject. The following texts are valuable for suppleiment- 
ary use: "Chemistry of Coimmon Thing's" by Brownlee and others 
— Allyn & Bacon; "Practical Oheimistry" by Black and Conant — 
Maomillan Oomipiamy; "Everyday Chemistry," by Vivian — American 
Book Company. 

In the teaching of so-called piractioal chemistry, however, 
care should be taken that the essential scientific aspects of the 
sulbject are not over-looked. This is esipecially i.mportant in the 
case of students Wiho expect to pursue college courses wihch have 
for a foundation a know!ledge of chemistry. Following are some 
essentials which will be of special value tO' such situdents. 

1. Emphasis on the combining of weights by volume and 
ratio. 

2. Formulae, graphic and balanced equations, and valence. 

3. Comprehension early in the course of Charles' and Boyle's 
laws of gases. 

4. Ionization, the important feature of modern chemical theory. 

5. The functions of the gram molecular volume. 

6. Hydrolysis. 

Chemical Apparatus 

High schools with a well equipped physical laboratory will 
find some of the apparatus usable in the chemistry course. How- 
ever, a fairly complete list of the equipment needed is presented 
here. The list is ample for a class of ten pupils. 

2 Pieces apparatus, electrolytic. 

1 Apparatus, electrolytic, carbon electrodes. 

2 Doz. sheets asbestos, thin (baking-sheet). 
10 Squares asbestos, 6 by 6 inches. 

1 Blast lamp, gasoline. 

1 Balance, platform, with weights for weighing from 10 00 

grams to 0.1 gram. 

2 Balances, horn pan, 7 1-2 in. beam, with weights for weigh- 

ing from 100 grams to 10.01 grams. 
1 Barometer. 
5 Blow pipes, 8 in. 
10 Brushes, test tube. 
10 Brushes, small tube. 



FOR HIGH SOHOOLS OF ALASKA 57 



5 Burners, alcohol. 

2 Capsules, brass, with wire holder and brass ramrod, for 

holding sodium below water, 
10 Cells, dry battery. 

10 Clamps, iron, small; for test tubes, burettes, etc. 
5 Clamps, iron, large; for Liebig condensers. 
1 Gross corks, assorted sizes, long. 
1 Set cork borers, ,6 in set. 
5 Crucibles, porcelain, with lids, No. 00. 
10 Cups, agate ware, 1 pint (or stew pans). 
10 Dishes, porcelain, evaporating. No. 0. 
10 Dishes, porcelain, evaporating. No. 1. 
10 Droppers, medicine. 
5 Files, triangular, 5-in. 
5 Pairs forceps, iron, 4-in. 
10 Squares' gauze, iron wire with asbestos center, 5 in. by 5 in. 

1 Glass cutter. 

10 Holders, test tube. 

2 Magnifiers, Coddington lens, or other make. 
2 Mortars, with pestle, 3% in. 

5 Pans, enamel, shallow, 1 quart. 

5 Pans, iron, 5 in., shallow form, "sand bath." 

10 Packages paper, filter, 4 in. 

2 Sheets paper, black, glazed. 

12 Books Litmus. 

5 Pinch-cocks, Mohr's medium. 

10 Ft. platinum wire, No. 25. 

10 Racks, test tube. 

2 Shears, 6 in. 

.3 Sheets sand paper. No. 1. 

5 Spatulas, horn, 6 in. 

5 Spoons, deflagration, diameter of bowl 1 cm. 

5 Stands, iron, ring, three rings. 

2 Pounds stoppers, rubber, assorted sizes, Nos. to 5, one 

and two hole. 

1 Package tapers, wax. 

3 Thermometers, chemical, to 250 degrees C. 

5 Tripods, iron, for supporting dishes over burner, ring 4 in. 

in flifliTift^Gr 
5 Triangles, pipestem, size to support No. 00 porcelain crucible. 

2 Troughs, pneumatic. 

50 Feet tubing, rubber, inside diameter 3-16 in. 

20 Feet tubing, rubber, inside diameter 3-8 in. 

5 Yard sticks. 

24 Beakers, 100 cc. 

36 Beakers, 150 cc. 

36 Beakers, 250 cc. 

12 Beakers, 500 cc. 

50 Bottles, reagent, 4 oz. 

20 Bottles, wide mouth, 4 oz. 

30 Bottles, wide mouth, 6 oz., with two-hole rubber stoppers 

to fit. 
5 Bottles, wide mouth, 8 oz., with two-hole rubber stoppers 

to fit. 
2 Bottles, wide mouth, 16 oz., with two-hole rubber stoppers 

to fit. 
5 Burettes, 50 cc. graduated to 1/10 cc. complete. 
2 Condensers, Liebig, 15 in. 
10 Flasks, distilling, 250 cc. 
10 Flasks, Florence, 50 cc 



58 MANUAL AND COURSE OF STUDY 

J.0 Flasks, Florence, 100 cc, with one and two hole rubber 

stoppers to fit. 
10 Flasks, Florence, 20 cc, with two-hole rubber stoppers 

to fit. 
10 FlasTis, Erlenmeyer, 50 cc. 
10 Flasks, Erlenmeyer, 250 cc, with two-hole rubber stoppers 

to fit. 
5 Funnels, accurate 60 degree, 2i^ in. 
5 Graduates, 50 cc, graduation marks to 1 cc. 

1 Graduate, 1000 cc, graduation marks to 10 cc 
5 Jars, battery, about 4 in. by 5 in. 

5 Jars, hydrometer, 12 in. by 2 in. 

5 Pipettes, 10 cc. 

20 Plates, glass, 2i^ in. by 21/2 in. 

5 Plates, glass, 4 in. by 4 in. 

20 Plates, cobalt glass, for flame tests, 3 in. by 2 in. 

5 Retorts, tubulated, with ground glass stopper, 4 oz. 

5 Tubes, gas measuring, 50 cc, graduated to 1/10 cc. 

10 Tubes, test, hard glass, for ignition, 6 in. by 5/8 in. with 

one-hole cork stoppers to fit. 
10 Tubes, test, side arm, 6 in. 
10 Dozen tubes, test, soft glass, medium walls, for heating, 6 

in. by 3/4 in. 

2 Dozen tubes, test, soft glass, medium walls, for heating, 4 

in. by i/^ in. 

10 Tubes, thistle, 10 in. stem 3/16 in. in diameter. 

5 Tubes, U, 6 in. with two-hole rubber stoppers to fit. 

5 Tubes, U, 4 in. with one-hole rubber stoppers to fit. 

2 Pounds tubing, soft glass, medium walls, for bending, out- 
side diameter 4 mm. 

10 Watch glasses, diameter 2^^ in. 

10 Watch glasses, Syracuse form, diameter 3 in. 

Miscellaneous suipplies and chemdcals as required in the p^r- 
formance of experionents listed in the laboratory manual. 

See lisit of firms under Physics from which I'aboratory suipplies 
may be obtained. 

HISTORY AND SOCIAL SCIENCES 

The primary aiim o'f hisitory teaching as set for^th in the re- 
port of the Oornimiittee on the Siocial Studiesi in Secondary Educa- 
tion, Bulletin, 1916 No. 28, U. S. Bureau of Bducatioin, a copy 
of which should be in the hands of each history teacher, is: 

To develop a vivid conception of American nationality, a 
strong and intelligent patriotism, and a keen sense of the responsi- 
bility of every citizen for national efficiency. It is only on the 
basis of national solidarity, national efficiency (economic, social, 
political), and national patriotism that this or any nation can ex- 
pect to perform its proper function in the family of nations. 

One of the conscious purposes in instruction in the history of 
nations other than our own should be the cultivation of a sympa- 
thetic understanding of such nations and their peoples, of an intelli- 
gent appreciation of their contributions to civilization, and of a 
just attitude toward them. 



FOR HIGH SCHOOLS OF ALASKA 59 

The traditional type of history text with its empliasis on 
facts for their otwn sake is happily giving place to a treatment 
of tlie sn'bjec.t -wMch eimipihasizes "those phases of the past which 
serve u® best in understianding tlie miost Yitall problems of the 
present." J. H. Robinson in his "New History" states: 

The ideal history for each of us would be iiiose Tacts of past 
human experience to which we should have recourse oftenest in our 
endeavors to understand ourselves and our fellows. No one account 
would meet the needs of all, but all would agree that much of 
what now passes for the elements of history meets the needs of 
none. No one questions the inalienable right of the historian to 
interest himself in any phase of the past that he chooses. It is 
only to be wished that a greater number of historians had greater 
skill in hitting upon those phases of the past which serve us best 
in understanding the most vital problems of the present. 

To quote sitill fuirther fro^m the Oomimittee on Social Studies: 

The selection of a topic in history and the amount of • time 
given to it should depend, not merely upon its relative proximity in 
time, nor yet upon its relative present importance from the adult 
or from a sociological point of view, but also and chiefly upon the 
degree to which such topic can be related to the present life in- 
terests of the pupil or can be used by hinr in the present processes 
of growth. * * * 

It is not meant to suggest that chronology can be disregarded. 
The gradual and orderly evolution, step by step, of institutions and 
conditions is of the very essence of history. It would be impos- 
sible, were it thought desirable, to eliminate this element from his- 
torical study. But the principle of organization is antiquated which 
results in what some one has called the "what-came-next" plan of 
treatment, a mere succession of events: in the building of United 
States history on the framework of "administrations," and of Eng- 
lish or Roman history on that of "reigns"; and in the organization 
of the entire history course in such a way that the pupil studies 
"ancient" history this year, "medieval" history next year, and 
"modern" history the year following — provided, indeed, that he hap- 
pens to begin his history this year and ':ontinues it consjcut'vely 
next year and the year following which is by no means invariably 
true. 

The history classrooim today should be a laboratory where 
maps, oharts, pictures a,nd models are as necessary for the work 
as are the test tubes and retorts in the chemistry room. A student 
should never be pormiitted to refer to a place that he cannot lo- 
cate on the map. The making of maps may ibe miade a very val- 
ua;bie exercise im history instruction. Outlline maps, such as The 
MoKinley Series, published by McKinley Publishing Co., Philadel- 
phia, sihould be used. 

The sources of history material are — the text book, the 
liibrary, pictures, current magiazines and papers, and maps. The 
student should be required to keep a notebook, not of the formal 
type in w^hiioh the teacher dictates, what s.hall be written, but con- 
taining material of his own cho'oisinig such as notes taken upoin re- 
quired reading, outlines, reports, facts and inferences gained from 
Ills tea.cher or classmates, etc. 



60 MANUAL AND COURSE OF STUDY 

The course in sooia'l sciences recammended by the Department 
embr'aces the following: 

Early European History to 1789, one year. 

Later European History from 1789 to the present time, one 
year. 

United States History since the seventeenth cenury, y^ year. 

United States Civics., i^ year. 

Economics, 'V2 year. 

Sociology, 1/^ yoa.r. 

The foregoing provides for four years of work. Sm'all schools 
should not undertake the fourth year which is devoted to a 
study of economios and sociology. The civics text recommended 
approiaches these subjects in an elementary way and thus meets 
to some extent the demand for attention to these phases of social 
science in the high school. 

EARLY EUROPEAN HISTORY 

Recommended text: "History of Euro'pe: Ancient and Med- 
ieval," by Robinson and Breasited — Ginn and Company. 

The work outlined in the text covers miany events and a long 
period of time. The major part ot the school year sihould be de- 
voted to a situdy of the last 350 pages of the text, thus necessitat- 
ing a rapid survey of ancient hisitory up to the time of the middle 
ages. 

The following are the more important topics to be covered 
during the year: 

1 . Pr eh i stori c ma n . 

2. Civilization in Ancient Egypt. 

3. Ancient civilization in western Asia. 

4. Early Mediterranean world. 

5. Greek city states and their early history. 

6. Greek world in age of Athenian greatnesS'. 

7. Alexander and the Hellenistic age. 

8. Rome and her conquest oif the Mediterranean. 

9. The chanige from republic to emipire. 

10. Imperial Rome. 

11. Break-up of Roman empire. 

12. Christianity and Mohemmedanism. 

13. Germian kingdoms and the papacy. 

14. Age of disorder: Feudalism. 

15. Empire and papacy. 

16. England in the early middle ages. 

17. England under the Plantagenets. 

18. The crusiades. 

"19. Medieval towns and life generally. 

20. Medieval church at its heig'ht. 

21. The revival of learning. 

22. Charles V, his realms and schemes. 

23. Luther and the Reformiation in Germany. 

24. Tihe Re'foirmiation in England and Switzerland, 

25. The wars of religion. 

26. The Puritan revolution in England. 



FOR HIGH SCHOOLS OF ALASKA 61 

LATER EUROPEAN HISTORY 

Recoramended text: "History of Europe: Our Own Times" by 
RobiriiSon and Beiard — Ginn and Company. 

The text covers the events of the past one-hundred fifty years. 
The following are the more importtant toiplcs comiprising the work 
of the year: 

1. The age of Louis XIV. 

2. The age of Frederick II. 

3. The struggle between England and France for colonial 

empire. 

4. The spirit of reform. 

5. The French revolution. 

6. The age of Napoleon. 

7. Reconstruction and the Congress of Vienna. 

8. Industrial, political and social revolution in England. 

9. Continental Europe 1848-1871, 

10. The British Empire in the nineteenth century. 

11. Russia in the nineteenth century. 

12. Turkey and the eastern question. 

13. The conquest and partition, of Africa. 

14. The twentieth century and the world war. 

15. The war's aftermath. 

UNITED STATES HISTORY 

Reooimmended text: "History of the United States," by Beard 
■ — Macmilla^n Company. 

The study ot United States history and civics covers one year. 
The department reooimmends that one semester be devoted to each 
since tlae practice of combining the two in a single course running 
through the year is unisatisfaictory in that one subject is usually 
neglected. In most cases civics is the subject which receives too 
little emphasis. 

Some sohoois may desire to devote a whole year to United 
States history followed by a half year of civics and a half year of 
either economics or sociology. Such a program is a satisfactory 
one. 

The Sicope and purpose of the course in United States hisitory 
is well stated in the following paragraphsi: 

This course should start at the beginning of our history as a 
nation and extend down to the immediate present, with special em- 
phasis upon our social, educational, economic, and industrial de- 
velopment since the Civil War. In light of the preceding course in 
contemporary world history, this course should also emphasize the 
international bearings of our international problems. 

In the first place, the primary motive for the study of Ameri- 
can history should be the civic motive. To this end much more 
emphasis should be placed upon the social and industrial develop- 
ment of the United States since 1870. Every step of the course 
should be linked with the important problems of the present. The 
course should develop a higher degree of intelligence regarding the 
forces which make for the well-being of our people. 



62 MANUAL AND COURSE OF STUDY 

In the second place, the emphasis of both texts and teaching 
must be sucli as to support as strongly as possible the maintenance, 
improvemient and perpetuation of American ideals and institutions. 
We must avoid even the possibility of teaching the minor events 
of history, such as battles, military campaigns, and military heroes, 
as comparable in importance with such great historical facts as 
the Declaration of Independence, the Constitutional Convention, the 
maintenance of the Union, Industrial Revolution and the Organiza- 
tion of Capital and Labor, since 1870, the World War, and so on. 

In the third place, where necessary, our text-books must be 
re-written in the interest of presenting adequately and fairly the 
truth regarding all questions and issues discussed. The account of 
all points must be as fair, so far as it is possible with the present 
knowledge, to other nations involved, as to our own. The creation 
of unjustifiable prejudices in favor of or against England, France, 
Mexico, Spain, or other nations must be avoided. The story of the 
Civil War must be so presented as to represent truly and fairly 
the objects and motives as well as the successes and failures of 
both sides to the conflict. 

UNITED STATES CIVICS 

Recomfliiended text: "Social Civics" by Munroe and Ozanne — 
Macmlllan Company. 

The object oif teaching civics Is to make good citizens in the 
broadest meaminig of the term. Mere facts, regarding 'govennimental 
org'a'nizatlons are but means ito an end. The teacher should 
strive to inculcate the moral impulse to good citizenship and to 
establish standards of acttion in all community relatiorns which 
shall be high and worthy. The social motive should predominate 
in a;ll phases of civics In'sitructioin. 

The leading facts concerning the formation, adoption and 
function of the Const it ution of the United States sihould be studied 
as a means of providing a suitaible background for a clear under- 
standing of American i'deials. In these days of radicalisim and re- 
action against consitituted autlioriity every diigh school Student 
should be given an oipiportunity to undersitand and appreciate 
the signifioamce of the fundaimental law of the land. The Con- 
stitution goes deeper than expedieacy arid the present initerests 
of any iparticulair iclass or group and sets forth funidamental indi- 
vidual rights which camnolt be set aside. "The Short Coinstitu- 
tion," by Wade and Ritss.ell, (American Citizenislhip Society Press, 
Grand Rapids, Michigian) and "Our Charter of Liberty" issued by 
The Natioiiial Security League, Neiw York, are recomimended for 
supplementary use. The folloiwlng quotation from the latter is. 
significant: 

Laws change, and must change, as society becomes more com- 
plex; but the basic principles of government are surprisingly 
changeless. Every great, fundamental political conception which 
challenges the world today, save the representative principle, was 
old when Plato walked in the Groves of Athens, and Socrates ex- 
pounded the meaning of life in the shadow of the Acropolis. Novel- 



FOR HIGH SCHOOLS OF ALASKA 63 

ties in fundamental political theory are the wares of mountebanks; 
they are second-hand gaiments offered as new. Anarchy, Socialism, 
Ochlocracy, Syndicalism, and all the rest, were shopworn specifics 
for the inevitable ills of man before Caesar crossed the Rubicon, or 
Canute bade the swelling tides recede. Their alluring Lorelei 
promises were as well known to the founders of our Constitution as 
to us. In rejecting them and choosing representative government, 
these larsighted leaders laid the foundation for the great, free, 
prosperous nation which America has become. In drafting our 
Constitution, they created an instrument which sums up the best 
that was in the past, a form of government free from arbitrary 
power, open to change as progress calls for change, a statement of 
the basic principles upon which freedom must rest, old as the gold 
of Ophir, but never losing their lustre. 

The recomm ended text in civics oibviously does not present 
the peculiar facts relating to terrTtorial and Local government. 
Thesie can be dealt with only in broad terms. The teacher must 
vitalize and localize. Among the methods suiggested are: 

The study of the organic act undeir w^hich Alaska became a 
territory, the law creatiing cities, acts of the Legislature relat- 
ing to the funationis of city and looal governments, municipal 
ordinances, otc. Men in public office are usually quite willing 
to assist in the insitruotion of young peo^ple in matters of gov- 
ernment. Topics relating to the 'COinduct O'f different bodies and 
officers can be given to ipupils for investigaition and report. 

The assignmonit of reading topics that will require for their 
investigaJtion the use of books, magazines and other printed 
matter is oi great value. The pupil should not be allowed to do 
all his reporting on toipios where the information comes, only 
from observation. If he gets nothing else out of a course in 
civiicisi, tihe puipil should acquire a know ledge of the methods 
wherc'by he can secure the treasury of imfonmation that lies in 
books, maig^azines, pampililets and other similar sources. 

At present there is a tendency to miniimize naitional phases 
of civics instrucition in order that the study of loical communitj^ 
relations with their apparent immediate value may be given prom- 
inence. It would be unfortunate if the local community relations 
should supiplant a study of national coimimunity life and national 
civic relations. The function of the course in civics slhould be to 
traiiu the pupil to recognize the common .general interest in the 
midst of conflicting group interests and to cultivate the will to 
subordinate the latter to the former. 

ECONOMICS AND SOCfOLOGY 

As stated in the introduction to the coui-se in history and 
social sciences only the larger schools should attemipt to offer 
work in econoimics and sociology. Both courses are valuable if 
presented by competent teachers. 



64 MANUAL AND COURSE OF STUDY 

Inglis in Ms "Pri'nciples of Seooin'dary Education" sets fortli 
reasons for the study of eoomomics in tlie high scihool as follows 
(the sajme argument would apply tO' soioiotogy) : 

It is clear that the activities of modern industrial and social 
life in America call for some acquaintance with the common and 
fundamental principles of economics on the part of every individual. 
It is clear also that the average man or woman at present is la- 
mentably ignorant of the simplest laws of economics which play 
suoh an important part in our sioci'al organiizatio^n. Some provision 
must be made to meet the apparent need. Some of the necessary 
economic knowledges can be secured incidentally through the study 
of geography, history, civics and other subjects in the elementary 
and secondary schools. Incidental study of that sort is, however, 
insufficient. The fact must be faced that large numbers of boys 
and girls are constantly going forth from the school into the world 
of industry where they must deal with problems social and in- 
dustrial which call for a working knowledge of common economic 
principles. The growing social and political importance of eco- 
nomic problems, the increasing complexity of governmental-indus- 
trial relations, the changing relations of capital and labor, of em- 
ployee and employer, the development of labor organizations, em- 
phasize the need for such instruction at the present time. Unless 
we are to trust to the influence of demagogues and exploiters of 
industry some provision must be made in the school for this im- 
minent need. 

Common practice relegates all direct instruction in economics 
to the college or other higher institution. Doubtless the more ma- 
ture the student the more readily he may understand the prin- 
ciples of economics and the more comprehensive may be his grasp 
of that science. Hence it is commonly urged that secondary school 
pupils are incapable of understanding the principles of economic 
laws. Such an argument is for the most part based on the concep- 
tion Oif economics as a logically organized and complete science. 
For the study of economics in this sense there is no place in the 
secondary school. However, many important principles and prob- 
lems of economics are readily understood and eagei'ly studied by 
pupils of secondary school age. An important distinction should be 
made between a philosophic study of economics as a logically or- 
ganized science and a "practical" study of certain of its principles 
and problems as involved in the activities of "the common man." 
The philosophic study of economics belongs to higher education. 
The "practcal" study of economic elements has a le)gitim;ate place 
in the program of the secondary school. 

F'ollowing is a li^t of texts from which selections may be 
made: 

EconoimicS' — 

Burch: American Economic Life — Macmillan. 
Dang: An Introduotion to Economics — Gregg. 
Ely and Wicker — Elementary Prlnciiples of Economics. 
Marshall and Lyon : Our Economic Organization — Mac- 
millan. 
Bullock: Elementary Economics. 



FOR HIGH SOHOOL.S OF ALASKA 65 

Sociology — 

Buroh and Patterson: American Social Problems. — Mac- 
mil Ian. 

Bllwoocl: Sociology and Modern Social Problems — ^Ameri- 
can Book Coimpany. 

Leavitt and Brown: Elementary Social Science — Mac- 
mi ILan. 

HeuU: A Practical Sociology — ScrJt»ners. 

Towne: Social Pro'bleims — -Macimillan. 

COMMERCIAL SUBJECTS 

The commercial deparitmemt in high, schools is no longer an 
exiperiiment. Commercial subjects are an essential part of the 
curriculum in a well-equipped, modern high school. 

The course as outlined includes stenograiphy, typewriting, 
bookkeeping, busi'ness arithmetic, business law, economic and 
commercial geography, business EingTiSh, penimanship and sipelling. 

Students in the first and second years of high school should 
elect very few of the commercial subjects. A praiOtical foundation 
in English, sipelling. arithmetic, penmanship, elemental science 
and history should be a requirement from all students who desire; 
to pursue moTe advanced commercial suibjects. All students who 
undertake the commercial course should undersltand that four years 
of hig"!! sichool work are a minimum requirement fOT entrance 
into business life. Students who' are poorly trained and imma- 
ture on entering business life bring nothing but discredit upon 
the work of the high school, and pain and discouragement to them- 
selves. 

Local conditions will always be a factor in determining the 
details of a commercial course. There sihould be an intl^mate rela- 
ti'Oiisihip between the coimimercial department and the business life 
of the comimunity if the best results possible are to be attained. 
The business atmosiphere which may be brought into every class 
rooim will be a vital clement in the success of the work. Talks 
by business men who are specialists in the varioiis lines of busi- 
ness endeavor will prove inspirational and hellipful to students. 

Smaller schools will find it iimpraotioable tO' offer a coimplete 
commercial course without neglecting other sulbjects. Such schools 
may offer a Bookkeeping Course only which includes all su-bjects 
except shorthand and typewriting, or they may offer a Stenog- 
raphic Course including shorthand, typewriting and as many of 
the other commercial subjects as possible. 

COMMERCIAL ARITHMETIC 

Recommended text: "Essentials of Business Arithmetic" by 
Van Tuyl — American Book Comipany. 



66 MANUAL AND COURSE OF STUDY 

The course is one semester in lengtli. The work should not 
be confined to the use of 'text book material. The commercial ac- 
tivities of the community and territory will provide much supple- 
mentary material. 

The following should be emphasized: 

1. The fundamental principles of arithmetic and their ap- 
plicaition. 

2. ■ Fractions. 

3. Practical measurements. 

4. PercenUaige amd its appli cation to business in discount, 
commission and brokerage, interest, taxes, insurance, stocks, bonds 
and exchange. 

COMMERCIAL GEOGRAPHY 

Recommended text: "Commerce a^nd Industry" by Smith — 
Henry Holt and Co. 

Supplementary text: "Industrial and Commercial Geography" 
by Smith — ^Henry Holt & Co. 

The course is one semester in length. The material presented 
in the text provides an excellent outline of subject matter. This 
should be supplemented by the use of additional texts, reference 
books, trade reports, magazine 'articles, miaips, etc. 

The aims of the course are: "To acquiainit the pupil with 
the laws v^^hicli govern oomimercial expansion; and to give ihlm 
an understanding of industrial and trade comditions in Ms own 
state, his 'O'wn country, and in the world at large." 

A [Study Oif local commerce should be made. In this connec- 
tiom a survey of local industries v/ill be interesting to students. 

Study the commerce of Alaska: fisheries, mining, lumbering, 
the factors of transp'ortation, etc. 

BOOKKEEPING 

Recomim ended text: "Twentieth Century Bookkeeping and Ac- 
ooumtlng" — Southwestern PuMishinig Co., Cincinnati. 

The course is two years in length alth'O' if desired tlie ele- 
ments o'f 'the subject may be covered in one year. Bookkeeping 
periods shoiuld be twice the length of the formal recitation period 
in other subjects if full credit is to be given. 

The aims of the su'bject are: 

1. To impart a knowledge of the principles of bookkeeping 
and business proceidure. 

2. To train the student to interpret business records and 
their suimmarlzed results. 

3. To afford prac'tice in handling routine business tran- 
sactioins. 



FOR HIGH SCHOOLS OF ALASKA 67 

, The co'Uirse in bookkeepiiig preisents excellent training in ap- 
plied penjmansliip. Only the student's best work should be ac- 
cepted. The statements in connection with each original entry 
Should be clear and coincise, thus affordimg training in business 
BmgTisih. 

Much time can be saved for all situdents by having sipecial 
drills and discusisions on questions, proiblems and entries similar 
tO' those to be encoiuntered. Too much emphasis cannot be placed 
upon the i'mipoirtan'ce of sucih class recitation and quiz work. 

"Bookkeepiing ExeTcises" by Bartholemew — Part One, element- 
ary, and Part Two-, advanced — ^Gregg Pu'bilishing Company — ^afford 
excedilent supiplementary material for sipecial class drill. The net 
piri'ce of these booiks is 40 cenlts each. 

The followimg repirint from the Nevada course of study will 
be of interest to teaichers of comanercial subjects: 

Because today less than 2 per cent of the calls for office help 
are for bookkeepers to take charge of a set of books, where only a 
few years ago there was a great demand for this kind of help, a 
proper understanding of the place of bookkeeping in a modern com- 
mercial course should be brought clearly before the teachers and 
pupils of our high schools. 

The young man who enters business as a bookkeeper is more 
likely to find himself in a "blind alley" than most educators realize. 
In a survey of the needs in commercial education made in one of 
the larger cities a majority of the large concerns canvassed stated 
that bookkeepers did not even need to know double-entry bookkeep- 
ing, as modern record systems are so highly sectionalized. 

While bookkeeping is still the backbone of the commercial 
curriculum, it holds its place by virtue of the fact that it affords 
the best possible opportunity for giving the pupil an all-round 
knowledge of bus'.ness and also furnishes the very best means of 
teaching business — why and how it is carried on, and its classifica- 
tion into retail, wholesale, manufacturing, etc. Incidentally it en- 
ables the teacher to develop in the pupil business habits such as 
punctuality, neatness, accuracy, courtesy, etc. Business customs 
and terminology can be taught best through the medium of this 
subject. The penmanship and arithmetic instruction is vitalized in 
bookkeeping; and not only should there be a close correlation be- 
tween bookkeeping and penmanship and arithmetic, but the cor- 
relation should be established also between bookkeeping and such 
subjects as business English, commercial law, commercial cor- 
resipondence, business organization, and business imanaigement. 

It should constantly be kept in mind that "ability to keep 
books is a by-product of instruction in bookkeeping and as such it 
is important, but the real purpose behind bookkeeping instruction 
is the teaching oif ibusinessi and the develoipmenit of business habits." 

SHORTHAND 

Reeoimmended text: "Gregg Mamulal," "Gregg Speed Studies," 
"Graded Readings" — ^Gregg Publishing Co., San Francisco. 

The counse covers two years in length and should be taken in 
the third and fourth years in conjunction with typerwriting. Many 
schools may find it advaJitageous to offer a one-year course. This 



68 MANUAL AND COURSE OF STUDY 

course should be taken by seniors, post-graduates and others, who 
by reason of maturity and ability are a'ble to do the work 
profiitably. 

Shorthand may be learned by any pupil of average ability; but 
more than ability to take dictation is required to make a good 
stenographer. Maturity, judgment, tact, good vocabulary, command 
of good English, ability to spell, punctuate, divide words properly, 
and to paragraph are some of the many requisites. Too many so- 
called stenographers are failures because of deficiency in one or 
more of these requisites. Smaller offices often require workers who 
can combine a little stenography with other duties, but such office 
assistants are not properly called stenographers. Enough of this 
Class will always be available while the demand for first-class 
stenographers will never be fully met. 

Fifty words a minute for ten minutes should be the minimum 
sipeed attainment at the close of the first year.' The principles of 
shorthand: should be covered during the year. 

In the second year the foUlowing standards shoiuld be at- 
tained: Speed should be developed to 100 words per minute on 
solid matter of average difficulty; ability to transcribe notes at a 
good rate of speed with absolute accuracy should be secured; the 
proper use O'f notebook, and other details connected with —xe 
routine of the sitenogPapher's work should receive attention. 

If inaccuracies in the use of English develop in transcript 
work the shorthand teacher should try to strengthen the pupil 
in Ms use of Engilish. Use of the apostrophe, quotation marks, 
punctuation, paraigraiphing, spelling, plural forms, capitalization, 
aind syllaibication will cause the most trouble. Instruction along- 
these lines cannot be left entireily to the English teacher. In the 
long run, time Avill be saved by attention to this drill work. 

TYPEWRITING 

Recommended text: "Rational Typewriting" — Gregg Publish- 
ing Company. 

The course covers two years and should begin in the third 
year unless there is some special reason for offering the work to 
first or second year students. Students who graduate from the high 
school and who use their typing cammerci'ally should complete 
the work in their senior year if they are to derive the greatest 
benefit froim it. 

A knowledge O'f business foirms, the arrangement of businessi 
papers and correspondence, and the ability to arrange letters and 
business forms from unarranged copy or shorthand notes is as 
necessary a part of the course in typewriting as Is a mastery of 
technique and the development of a fair amount of skill in op- 
erating the typewriter. 

The Vlctrala is an excellent device for class drills in the 
devellopment of rhythmi. The practice of rhythm calms the nerves. 



FOR HIGH SCHOOLS OF ALASK4 69 

produces continuous mental action, attracts the attention from 
the fear of making errors, and ass:ists concentration. 

A means of keeping the class together and at the same time 
permitting those who work faster and more accurately to get ad- 
ditional benefit is to require one perfect copy of each lesson and two 
copies that contain a small number of errors, marking all pupils 
who accomplish this minimum 75% to 80%. Those who turn in two 
perfect copies and one with errors may be marked 81% to Sy%. 
Those who turn in three perfect copies may be marked 907^ to 
100%. By this method much of the strain is removed, and the 
pupil will get at least one acceptable papsr completed ea.h day 
and will be encouraged by the thought that he is making progress. 
By requiring the completion of three copies he will write the exer- 
cises through to the end at least three times, while he might write 
it through but once if only one perfect copy is required. This 
insures practice on the latter part of the lesson as well as on the 
first part. 

Credits 

Credit for one-half unit is based on ome year's work, one 
period a day for at least 40 minuteS' throughout the year with a 
mimimum test average of 25 words a ;minute net (ten minutes test, 
deducting 10 words for each error), using standard test material 
Siuch as is furnished by the various typewriter companies. 

Credit for an additional half unit is based on an additioiial 
period a day throughout the year, amd an attainment of at least 
40 words net a minute (ten minute tes)t, deductinig 10 words for 
©aich error). Pupils- who take typewriting two periods a day 
throughout the year and attain the 40-words-a-minute test-aver- 
age are entitled to one unit of credit. 

The third half* unit is earned by one year's work, one period 
a day for at least 40 minutes, and the ability to pass a 50-worda- 
a-minute-test using the albove rules. The fourth half unit is 
earned by working for an additional period per day and ability 
'to pass a eO-words-a-'miinute-test. Pupiils who take typewriting 
two periods a day througihout the second year and pass a 60- 
TvordB--a-minute-test are entitled to one unit of credit. 

COMMERCIAL LAW 

Recommended text: "Commercial Law," by Gano — ^American 
Book Company. 

The course is one semester in length and should be open only 
to third and fourth year students. The snbject matter outlined 
in the text is sufficiently comprehensive to provide ample material 
for one-half year's work. 

Pupils of high school age are too immature to go into a de- 
tailed study of commercial law, and the average high school 
teacher is not equipped to enter into an exhaustive treatiment of 
the subject. There are, however, certain fundamental principles 



^0 MANUAL AND COURSE OF STUDY 



whicli should be commonly understood, and which are within the 
grasp of the high school student. 

It will add to the interest of students if local attorneys are 
requested to a.ppear before the class and lecture on interesting 
phases of the various topics treated in the course. 

BUSINESS ENGLISH 

Recommended texte: "The Business Man's English," by j-.a'- 
tholemew and Hurlbut — Maamillan Company. "Business English," 
by Htotchkissi and Drew — American Book Coimpany. 

The course is one semester in le'ngth. Two years of regular 
high school English are required as a foundation for the study 
of business English. The course, therefore, is open only to third 
and fourtih year hig*h schoiol students. 

The work of the course consists of a review of English 
graimnnar, punctuation and capitalization; the study of commea'- 
cial words and phrases; business letter writing; spelling; and 
drill in the use of general oral and written English. 

The following is a reprint from the Idaho course of study 
Wihic'h co^nitains vailua'ble suggestions: 

If the class in correspondence is divided into two or more 
business firms which have dealings with each other, the interest is 
greatly stimulated. Conditions are thus created which call for 
such business activities as the following: letters soliciting stock 
subscriptions; the issuance of stock certificates; advertising; the 
description of articles for a mail-order catalog; sales-letters and cir- 
cular letters; inquiries regarding prices and tei;ms; letters quoting 
prices and terms; orders, acknowledgments, telegrams and tele- 
phone calls; follow-up letters; invoices, statements, and collections. 
' Throughout the entire semester at least one oral report per 

week should be required. This should be based upon business p.'ob- 
lems and situations. Explanatory talks, sales talks, telephone con- 
versations, personal applications for positions, etc., will furnish ma- 
terial for exercises in oral compositions which will develop precision 
in the choice of words, confident manner and tone, good organ- 
ization, and the ability to convey informat'on briefly and clearly. 
Definite assignments should be made to individual pupils, requir- 
ing the collection of data on some subjects of interest, and the 
making of a report. A student might be sent to interv^f^w the 
proper persons to find out how money is sent by telegraph. The 
method of obtaining the interview and asking for the required in- 
forinatian would form the basis of soine preliiminary wiork. Such in- 
terviews might be conducted in the class room, between the student 
and the teacher, or between two students. Having obtained the in- 
formation, the pupil would be required to prepare his report in con- 
cise English, and to give it orally. 

Much of the discussion in the business English class may be 
based on periodicals of general and special business interest which 
pupils should be encouraged to subscribe for and read. A club may 
be formed to aid the pursuit of a common interest and for further 
training in parliamentary procedure and self-expression gonerally. 



FOR HIGH SCHOOLS OF ALASKA 71 

SPELLING AND PENMANSHIP 

Recoinimen-ded texts: "Word Study for High Schools," by Swan 
— Macmillan Gcmpany, "Palmer Manual of Business Writing,' — 
A. N. Palmer Co., Cedar Raipids or Portland. 

Penmanshiip and spelling, while having a direct vocational 
value for comimercral students, should not be regarded as ex- 
olusd\ely needed by these students. Serviceable, legible penman- 
ship and facility and accuracy in spelling should be a part of the 
equipmen't of every 'hiigh sohooll student. 

Provision has been made in the English course for formal 
work irn, sipellinig. A review of spelling is a part of the work in 
business English, also. The needs ot individual classes will de- 
termine whether or not any further study Oif the subject is re- 
quired. 

Sohools which prefer to omit definite work in spellling from 
the Eniglish course may d'esire to offer a year's woirk in sipelling and 
penmansiiip to all higih school students. If this is done, it is 
recomimended that each subject be offered dally and that a regular 
period vn the hiigh school day's program be divided between the 
two subjects. If a full unit of credit is to be given for the work, 
outside preparation must be required. In penmanship this can be 
acooimplished by requirinig that a definite amount of driUls be pre- 
pared outside of cl'ass and su'bmitted daily. 

Eighth grade graduates wiho have earned the full Palmer 
diplomas may Be granted a provisioned ihalf-unit of high sohool 
credit. The condition is that the pupil shall maintain his pro- 
ficiency throughout his high school course, using a free move- 
ment and a legible hand in his daily work in all departments. 
Final credit is not to be given until the end of the high sohool 
course and then only to such students as miaimtain or better their 
proficiency. Teachers of penmanship should occasionally secure 
and examine paipers suibmitted by such pupils in other depart- 
ments. A record should be kept indicating whether or not the 
penmanship work of such pupils is satisfactory from year to year. 

INDUSTRIAL AND HOUSEHOLD ARTS 

MECHANICAL DRAWING 

The course is one year in length and counts for one unit of 
credit if a double-period per day is devoted to the work. The ma- 
jority of schools may .prefer to correlate the work with manual 
training and offer three double-periods of manual training and two 
double-periods of mechanical drawing weekly. 

Mechanical drawing is a practical and interesting subject. It 
is the means by which an idea is transferred from the mind of 
one person to another through ithe medium of lines. A well-imade 
drawing will very efiten save hours of verbal or written explana- 



72 MANUAL AND COURSE OF STUDY 

tion. It teaches owe, first, to be accurate; second, to see things 
as they really are; and third, ito think and expresis ideas so tihat 
others may see itheim and therehy he alble tO' execute them. 

Neiat and aocuraite wtork depends largely on the quality of the 
instruments used. Schools which do not provide first class equip- 
ment tor situdents should not offer the course. In some com- 
munities! it may seem best to require pupils to purchase their own 
drawing insitruments. 

Equiipment for a class of twelve students is as follows: 

(Approximate prices are given) 

12 drawing tables -.. 

12 sets of drawing instruments - $100.00 

12 T-squares (cherry) 4.00 

12 triangles 45 degrees, 7 inches 6.00 

12 triangles 30 degrees, 60 degrees, 7 inches 6.O0 

12 white pine drawing boards, 20x35 in. 18.00 

12 architects mechanical or triangular squares 6.00 

6 irregular curves 1.80 

Drawing paper in large sheets, size 19x24 in., for mechanical 
drawing. Each pupil should have the fOllO'Wing: 

1 doz. thumb tacks. 

1 pencil and ink eraser. 

-.1 sponge eraser. 

1 pencil, soft, finest grade No. 2. 

1 pencil, 4-H, for mechanical drawing. 

1 bottle Higgins' black drawing ink. 

The following suggestive outline for the first year of mechani- 
cal drawing is reprinted from the course of study for the State of 
Kansas: 

The course in first-year drawing should be based upon these 
principles: First, that the student can just as well, and perhaps 
better, be taught the use of instruments on work that will at the 
same time have educational value; second, that the time which is 
usually devoted to drawing is so limited that it should be spent 
entirely in acquiring knowledge of and skill in drafting rather than 
in the solution of numerous geometrical problems which are seldom 
used; third, that the place for the introduction of geometric con- 
structions is at the point where an application of the same is 
necessary. 

Lettering. Neat, plain and legible lettering, one of the most 
important requisites for a good draftsman, should be emphasized 
throughout the course. So far as appearance is concerned, there is 
no part of a drawing so important as the lettering. A good draw- 
ing may be ruined in appearance by lettering done ignorantiy or 
carelessly. 

A simple, single-stroke Gothic letter is recommended for gen- 
eral use. The Reinhardt letter is appropriate for notes on draw- 
ings. Ability to letter well in these styles can be acquired only 
by continued and careful practice. Daily practice in lettering should 
be given and the student's progress noted. 

Lines. The alphabet of lines used in mechanical drawing 
should next be introduced. The conventional lines used in general 



FOR HIGH SCHOOLS OF ALASKA 73 

practice should be used in the drafting room. Specimens of draw- 
ings from architects' and engineers' offices should be exhibited at 
this time to illustrate the use of the lines. In this connection note 
that in most commercial offices red ink is fast going out of use 
and contrast in black lines substituted. 

Instruments. A lecture on the use of instruments and equip- 
ment is next in order. Proper habits with regard to their use and 
care must be acquired at the beginning. 

Sketching. The ability to sketch free hand and rapidly is of 
inestimable importance. In the drafting room all problems should 
be approached first by making a free-hand sketch of the views re- 
quired. The entire plan of procedure, including the arrangement 
of views on the sheet, may be blocked out in the sketch form and 
approved before the mechanical execution of the same with instru- 
ments is made. This method gives the student's imaginative powers 
full rein and allows the hand to carry out the mental picture as it 
is being formed. Lectures by the insitruotor should also be ac- 
companied by rapid sketches that the student may have constant 
training in reading and interpreting drawings. 

Plates. Mere copying of plates as laid out by many texts in 
mechanical drawing leads to superficial knowledge and mechanical 
skill instead of promoting self-reliance and originality. After a 
drawing is thoroughly understood, the student's knowledge of the 
principles involved should be tested by requiring him to solve a 
similar problem or one that is a step in advance. This method 
leads the student to observe closely, to digest thoroughly, and to 
apply what he has acquired with originality. 

Simple Working Drawings. A series of about ten simple work- 
ing drawings may well be given at the beginning of the course. An 
acquaintance with the use of instruments and the alphabet of lines 
will be obtained as well as an insight into the practical us-e of 
drawing. 

The following are suggestive objects which may be selected: 
rectagular frame, dovetail ways, joints (used in joinery), box, 
cylinder head, face plate, crank, gland, bench, shaft, box, link, 
angle iron, and small pulley. 

Orthographic Projection. A study of orthographic projection 
is essential to a thorough course in mechanical drawing. After a 
study of the preceding simple drawings has been made the value of 
orthographic projection is apparent; and as a result the student 
grasps the theory without difficulty. Four plates will be sufficient 
for the presentation of this subject. 

Intersection of Surfaces. A few plates covering the prin- 
ciples of intersection of surfaces, developments, and revolution of 
surfaces should be given. An effort should be made to make these 
problems as practical as possible. 

Isometric Projection. The ability to read working drawings 
may well be tested by translating same into pictorial representa- 
tions. Considerable stress should be placed on the value of this 
form of presentation and several plates should be devoted to the 
subject. 

Detail Working Drawings. A scale drawing of the parts of a 
simple machine of more than one piece. 

Assembly Drawing. An assembly drawing of the above ma- 
chine. 

Furniture Design. The working drawings of a piece of furni- 
ture, such as a chair, desk or bookcase, with bill of stock, should 
have its place in first-year drawing. Emphasize shop methods in 
connection with this study. 



74 MANUAL AND COURSE OF STUDY 

Blueprinting. Each student should make a tracing of the as- 
sembly drawing mentioned above and then blue print same. 

Machine Drawing. For those who wish to specialize in me- 
chanical drawing, the last few plates of the year should be taken 
up with a study of fasteners. By this procedure a real taste of 
machine drawing is given before the first year is finished. 

Architectural Drawing. For those who wish to specialize in 
architectural drawing, after following the course in mechanical 
drawing to this point, a few plates on wood construction are given. 
This will give the student an insight into the value of architec- 
tural drawing from a practical standpoint. 

MANUAL TRAINING 

The course outlined is two years in length and is divided 
into one year oif sihop wood-woTking, one semester of carpentry 
and one semester of elementary electricity. One unit of credit is 
earned each year if a double period is devoted to the subject daily. 
Soime schools may prefer ito offer manual training for three double- 
periods weekly in which event hut one-half unit of credit is 
given. Three double-periods devoted weekly to manual training 
and two to mechanical drawing entitle the pupil to ome full unit 
of credit. 

Lisits of textbooks in manual training with descriptions of 
the same may be secured from the Manual Arts Press, Peoria,. 
Illinois. The following magazines will be found helpfuil to teacher 
and students: "Indusitrial Educaition Magazine," Manual Arts 
Press, Peori'a, Illinois; "Industrial Arts Magazine," Bruce Publish- 
ing Comipany, Milwaukee, Wisconsin. 

SHOP WOODWORKING 

The following outline is taken from the ooursie of study for 
the State of Kansas. It contains much wilaich will be helpful to^ 
manual training teachers: 

A detailed series of graded lessons is selected by the teacher 
from the outlines given below. Each exercise is first presented 
in the form of a working drawing made by the pupil, a blueprint, 
or a blackboard sketch. The mechanical processes of construction 
are then explained by the teacher or illustrated before the class, 
as the case demands. Careful instruction in the care and grinding 
of each tool should precede its use by the pupil. A certain amount 
of preliminary work is necessary to rapid advancement. 

This preliminary work is specified below in the form of tool 
processes. These processes should be demonstrated to the pupils 
before they are employed in an exercise requiring their use. Ex- 
ercise in these processes may be had on waste pieces of wood, or 
they may be applied in the making of small articles as suggested. 
1. Measuring and lining exercises. 

a. On a rough board with a two foot rule and pencil; try- 
square and pencil; bevel and pencil. 

]y. On a smooth board with marking gauge; try-square and 
knife; bevel and knife. 



FOR HiaH SOHOOl^S OF ALASKA 75 

c. On a smooth board with compass, straightedge and knife, 
making a protractor with 15-degree divisions. 
Sawing exercises; preparation of stock for models. 

a. Rip and crosscut sawing to pencil lines, rough board 
resting horizontally on trestles. 

b. Rip sawing to gauge lines, piece held upright in vise. 

c. Use of back saw; square ends, sides of grooves; the piece 
resting on bench-hook or in vise. 

d. Sawing on diagonal; sawing kerfs in miter box. 

e. Curve sawing with hand-turning saw. 
Sharpening exercises. 

a. Straight and curved edge tools on grindstone. 

b. Whetting straight and curved edge tools on flat oilstones 
and slips. 

Planing exercises. 

a. Making plane surfaces ; jointing edges ; planing to gauge 
lines. 

b. Use of block plane; squaring ends held in vise. 

c. Oblique end planing. 

d. Rabbeting, beading, grooving, etc. 

Applications: sandpaper block, picture frames, draw- 
ing board. 

e. Router plane: planing surfaces below general surface of 
pieces. 

Applications: bottoms of dados, or grooves, dovetail 
joints, etc. 

Nailing exercises. 

a. Nailing square joints, using brads, finishing nails and 
wire nails. 

b. Toe-nailing. 

c. Nailing miter joints. 

Application: nail box, scre.v box for shop equipmsnt, 
picture frame, etc. 

Boring exercises. 

a. Perpendicular boring with auger bits, across the grain, 
entirely through. 

b. Perpendicular boring to a given depth, both across the 
grain and in the direction of the grain. 

c. Boring with awls, drills, countersinks. 

Application: gauge, mortise and tenon, dovetail, oil- 
stone, mission of turning saw, boring for ornament, 
boring for dowel pins in joining two pieces, boring for 
dowel pins for fastening rails or tables and chairs to 
legs, drilling and countersinking for screws, drilling 
with awl for brads. 

Chiseling exercises. 

a. Sides and bottoms of grooves across and in the direction 
of the grain. 

b. Sides and bottoms of oblique grooves. 

c. Curved surfaces. 

Application: gauge, mortise and tenon, dovetail, oil- 
stone box, rabbeting, drawing board, etc. 

Gluing exercises. 

a. Rubbed joints. 

b. Clamped joints. 



76 MANUAL AND COURSE OF STUDY 

c. Doweled joints. 

Application: picture frame, T square, drawing board, 
joints used in making furniture. 

Brief talks on tlie following subjects should be given as the 
composition of woods, age of trees, decay of trees, season for cutting 
trees, lumbering and milling, warping properties of wood, measure 
and value of wood, preservation of wood, kinds and qualities of 
wood, woodworking trades. Information on above subjects may be 
found in "Elementary Wood Work," by Edwin Foster, published by 
Ginn & Co. 

In the following exercises the wood best suited is named, but 
other material may be used if desired or if more convenient: 

1. Sawing exercise. 

Stock: Pine, white. 

Dimensions: 7/8 in. by 2 in. bj' 12 in. 

Tools: Rip saw, crosscut saw, back saw, try-square, gauge, 
marking knife, dividers, T bevel, and chisel. 

Purpose of exercise: To familiarize pupil with the use of 
crosscut, rip, and back saw; to teach pupil to make 
measurements with rule, try-square and gauge, and to tri- 
sect by using dividers; to teach pupil to saw accurately 
to a knife line across the grain and diagonally with a 
back saw; and to cut to an open mortise with saw and 
chisel. 

2. Cutting board. 

Stock: White pine. 

Dimensions: 9 in. by 12 in. 

Tools: Rip saw, crosscut saw, back saw, try-square, jack 
plane, gauge, brace and bit. 

Purpose: To teach the pupils to square up stock with- the 
planes by planing smooth, flat surfaces and edges at right 
angles to each other; to saw ends of block square to a 
knife line. % in. hole drilled at one end for hanging, ^4 
in. from top. 

3. Book rack. 

Stock: Oak. 

Dimensions: Ends 6 in. by 7 in., 14 in. between ends. 

Tools: Saw, gauge, jack plane, chisel and brace and bit foi 
doweling. 

Purpose: Pupils are encouraged to make a good book rack 
and to take it home to be of use. The exercise calls for 
squaring of stock, accurate fitting, making of duplicate 
parts, gluing, drilling holes for screws or doweling. Sur- 
faces are finished with smoothing plane and steel sciaper, 
and a coat of stain or varnish is applied. 

4. Drawing board. 

Stock: White pine. 

Dimensions: % in. by 16 in. by 21 in. 

Tools: Jack plane, jointer plane, saws, rabbet plane, chisel, 
marking knife, gauge, smoothing plane. 

Purpose: An exercise in gluing stock. For a width of 16 
inches an average of three boards is used. The edges of 
the boards are jointed, glue is applied, and the boards 
are clamped together. A % in. rabbet is cut at each end, 
leaving a tongue to fit into a corresponding groove in a 
% in. by 1^4 in. by 16 in. piece of p.ne for binding eacli 



FOR HIGH SCHOOLS OF ALASKA 



end. This is an exercise in tongue-and-groove joint fast- 
ened together with glue. No nails or screws are used in 
this exercise. The exercise is valuable to show the use 
of large and small clamps in gluing stock. The board is 
finished square and smooth and treated with a coat of 
varnish. 

5. T square. 

Stock: Walnut and maple. 

Dimensions: Head, 12 in. by 2% in. by % in., blade, 23V2 
in. by 1% in. by Vg in. 

Tools: Smoothing plane, jack plane, jointer plane, rabbet 
plane, gauge, hand-turning saw, brace and bit, screw 
driver. 

Purpose: A companion piece for No. 4, furnishing a set for 
mechanical drawing and designed to be of practical use 
to the pupil. Walnut blade is planed to 1% in- To each 
edge a thin (% in.) strip of maple is glued. The head 
is cut on curved lines with hand-turning saw. Blade is 
fastened at right angles to head with glue and screws. 

6. Tool box. 

Stock: White pine or poplar. 

Dimensions: Length, 24 in.; width, 12 in.; height, 12 in. 

Tools: Saw, planes, rabbet plane, chisel, gauge. 

Purpose of exercise: A practical exercise in 'the making of 
rabbeted and dovetailed joints, and in the fitting of 
hinges. End pieces are fitted to sides by means of dove- 
tail joints, and top and bottom are fitted into rabbets 
made in sides and ends. The box may be fastened to- 
gether and sawed into two sections, or may be made in 
two sections, each six inches high, and fastened together 
with hinges. 

7. Foot stool. 

Material: Oak, maple, hard pine. 

Purpose: Mortise and tenon, fastening of tops to rails with 
screw. Tops may be upholstered or inlaid. 

8. Taboret. 

Material: Oak. 

Applying knowledge obtained from previous exercises. Plan- 
ing legs square, laying out and cutting cross pieces, half 
lap joint, joining pieces for top, laying out and cutting top 
to size and shape, chiseling mortises and sawing tenons 
to fit, drilling holes and making dowels, fitting parts to- 
gether, gluing, use of hot and cold glue, finishing, plan- 
ing, scraping, sandpapering, staining and polishing. 

9. Table. 

Material: Oak. 

Dowel and glue-block construction, legs joined to rails by 

means of dowel pins and stiffened with glued blocks; 

drawer construction, rabbet and blind dovetail joints, 

finishing. 

10. Table. 

Material: Oak or maple, stained. 

Laying out and cutting duplicate parts, legs tapered with saw 

and plane, and fastened to top and shelf with dowel pins; 

drawer construction, finishing with stain and varnish. 



78 MANUAL AND COURSE OF STUDY 

If time permits any of the following may be chosen by the 
pupil and made from his own designs and drawings: foot stool, 
lamp and shade, chair, shoe box, skirt box, fireless cooker, screen, 
porch swing, plate rack, book rack, music cabinet; or other articles 
requiring an equal amount of work may be chosen. 

The above problems are placed here as suggestions. It is 
recommended that the desire of the pupil and the needs of home 
and school be kept in mind in the work of the manual-training de- 
partments. 

Group projects, in which several o:^ the pupils or all may be 
employed on the same job, serve well the purpose of the manual- 
training laboratory. Such projects as making athletic apparatus 
(hurdles, jumping and vaulting standards, basket-ball goals and 
backstops), school furniture, etc., may be selected. 

CARPENTRY 

The besit way to study carpentry is by class work in €on- 
sitriictinig buildings, smch as hoiuses, garages, etc. Where this, rs 
not possible small buiildings may be coinstructed in the shop as 
class pro'jectSi. 

The class should make trips to buildimgs in the proce&si of 
construction, oibserve, and make reports. They should consult 
with earpenlters, contractoris, and praotioal, builders. 

The different steps in building comstruction should be pre- 
ceded by study and explanation of the principles and processes 
involved, laying particular stress upon t)he methods used by car- 
penters in their work. The carpenter's square, rule and level 
should be taught and used froim the 'trade point of view. All 
building's should be constructed from plans and specifioations made 
by memibersi of the class. The buiUder's interpretation of blue 
prints should be emphasized. 

The folloiwing outline is suggestive of points to be covered: 

1. Foundations : 

1. Laying out. 

2. Grade line. 

3. Foundations and foundation materials. 

4. Forms for concrete walls. 

5. Basement frames. 

2. Main frame: 

1. Methods of framing superstructure. 

2. Sills and girders. 

3. Bridging. 

4. Trimmers and headers. 

5. Walls, partitions, floors. 

6. Openings in framework. 

3. Roof framing: 

1. Common rafter. 

2. Ridge piece. 

3. Hip and valley rafter. 

4. Jack rafters. 

5. Framing by means of protractor. 



PDR HIGH SCHOOLS OF ALASKA 79 



4. Exterior covering and finish: 



1. 


Sheathing. 


2. 


Scaffolding. 


3. 


Cornice. 


4. 


Shingling. 


5. 


Setting window and door frame.s. 


6. 


Siding. 


7. 


Painting. 


Interior finishing: 


1. 


Lathing. 


2. 


Interior walls. 


3. 


Stair building, porch steps. 




a. Risers and treads. 


4. 


Porches. 


5. 


Setting door jams. 


6. 


Fitting window sashes. 


7. 


Planing trim. 


8. 


Hanging doors. 




a. Fitting 




b. Hinging. 




c. Fitting locks. 


9. 


Planing windows. 


10. 


Laying and scraping floors. 


11. 


Interior decorating. 


XUStllllc 

1. 


iting: 
Methods of estimating. 


2. 


Estimating lumber quantities. 


3. 


Example form for bill of materials. 


4. 


Estimating labor costs. 


5. 


Estimating quantities of nails. 


6. 


Example of form for carpentry costs. 


7. 


Total building costs. 



ELEMENTARY ELECTRICITY 

This couirse should be of miudh practical value to pupils who 
■elect to follorw- it. The seoipe of the work undertaken will vary 
with conditions existing in different comimunities. The instructor 
will find much in tlie community at large to make the work inter- 
eisitimg and beneficial. 

Following are siuggestdve activities: 

Soldering operations : 

1. Splicing wires. 
Batteries : 

1. Kinds and uses. 

2. Connections: Series, parallel. 

Wiring: 

1. House wiring problems. 

a. Underwriter's regulations. 

2. Bell circuits. 

3. Use of conduit, loom, insulation, etc. 

Electric equipment and machines: 

1. Motors and generators. 

2. Commercial lighting. 

3. Gas engine ignition. 



80 MANUAL AND COURSE OF STUDY 

SHOP EQUIPMENT— WOODWORKING TOOLS 

Individual Equipment. 

Approximate 
pri.e 

1 bench 21x52x32 with quick action vise $12 to $20.00 

1 12 in. back saw, Atkins or Disston 1.00 

1 6 in. try sqviare 30 

1 marking gauge (Stanley No. 18) 25 

1 2 in. single-fold rule (Stanley No. 18) 40 

1 firmer chisel, 1 in 35 

1 firmer chisel, Vz in 25 

1 firmer chisel, 14 in- - -.- 20 

1 bench brush 40 

1 jack plane (Stanley No. 605) -..- 2.75 

General Tools. 
(Based on class of 12 pupils.) 

6 hammers, 16 oz. each $ .60 

6 hickory mallets .25 

4 spoke shaves (Stanley No. 64) each .35 

2 sets auger bits, i/4 in. x 1 in, incl., per set 3.50 

3 ratchet braces, 10 in. sweep (Stanley No. 945), each 85 

3 countersinks (Stanley No. 18), per dozen 1.75 

1 draw-shave, 8 in. blade .--. 45 

2 rip saws, each 24 in 1.25 

2 oil stones, 2x6 in 50 cts to 1.00 

2 crosscut saws, 26 in., each 1.25 

2 steel oilers, each .25 

1 mitre box with saw $9 to 12.00 

1 saw vise - 1.25 

1 saw set .75 

1 emery grinder - $3 to 12.00 

2 pairs pliers, 6 in., each 25 cts to .75 

1 pair snips, 10 in 80 cts to 1.00 

2 Yankee automatic drills, each 1.25 

2 screw drivers, 6 in., each 25 

4 screw drivers, 4 in., each .20 

6 nail sets, per doz., asstd .85 

2 spirit levels, 20 in. or 24 in., each - 2.00 

6 files, three-cornered, 6 in., per dozen 95 

6 hand screws, Jurgerson, 12 in., each .50 

6 5 ft. steel bar clamps, each 2.25 

6 5 ft. steel bar clamps, each — 1.75 

3 6 in. T bevels 30 

4 6 in. wing dividers, each : -18 

1 expansive bit, 1% to 3 in - 1.00 

2 compass saws, each ..'- 80 

3 % in. gauges, each , -40 

6 scrapers, assorted, each - .10 

6 wood files, half round, 10 in., each -- 45 

1 set chisels, Vs, ¥2. %, 1^/4, IVa in - - - 2.15 

3 steel squares, 18x24, No. 14, each - l-oO' 

Band saw, turning lathes, surfacer, etc., as finances will permit. 

SHOP EQUIPMENT— ELEMENTARY ELECTRICITY 

(For twelve pupils.) 

3 11/^ lb. soldering coppers. 

1 electrician's blow torch with rest for soldering copper. 



FOR HIGH SCHOOLS OP ALASKA 81 

3 tin snips. 

2 hand drills. 

1 doz. each 1/16 in., % in., 3/16 in. straight shank drills. 

6 4 in. screw drivers — all wood handles. 

6 8 in. screw drivers — all wood handles. 

12 6 in. side cutting electricians' pliers. 

6 electricians' claw hammers. 

3 carpenters' bit braces. 

1 set wood bits, 3/16 in. to 1 in. 

3 extra % in. wood bits. 

1 18 in. auger bit extension. 

1 B. & S. wire gauge. 

12 "National Electrical Code" rule books. 

6 dry cells. 

6 electric door bells. 

6 2-point push buttons. 

6 rules. 

12 files, 4 in. to 10 in. 

2 hack frames and saws. 
6 center punches. 

1 wrench. 

1 machinists' square and scale. 

HOUSEHOLD ECONOMICS 

The number of units of credit to be offered in this field will 
vary with the schooil, from one-half unKt in sewing tO' a maximum 
of two units in household economics, divided as may seem de- 
sirable along the linesi herein suggested. The work in any given 
school may be oi a type to suit the desire of the community and 
the local board of education. A school may be able to offer a 
shorit course in sewing when It could not afford to offer more ex- 
tensive courses in householid economics. 

The method of offering the ho'me economics courses may also 
vary, but it is recommended that one of the following plans be 
adopted: 

(a) A term (eighteen weeks) in foods, folloiwed by a term 
in clothing, or vice versa, eig'hty-minute periods five days per week 
to be utilized as seems mosit advisable to the teacher in charge, 
foU'oiwing the suggestions made in the syllabus, will give one 
unit of credit. Schools offering two units of work may then ar- 
range the time to the best advantage, giving the foods one year 
in the sipring term and the next year in the fall term, or- vice 
versa, in order to adapt the work to the seasons. When this plan 
is used, it seems best to- start the work with a term of sewing. 

(b) A full year of foods or of clothing, eighty minutes per 
day, five days p'er week, will give one unit of credit. When thia 
plan is used it seems best to offer the work in clothing the first 
year. 

The following syllabus is abridged from the course of study 
for the State of Kansas. The work outlined is more extensive 
than can be completed by schools offering two units of work and 



S2 MANUAL AND COURSE OF STUDY 

selections will need to be made. Schools whicli offer ibut one year 
of hiousiehold econoimios devoting one semester to cooking and one 
to sewing will be forced to eliminate at least half of the Work 
outlined. The syllaJbus contains a course in shelter and house 
'management which is not intended to be treated as a separate 
study but which is to be correlated with the course in cooking 
and sewing as opportunity affords and without additional credit. 

COOKING 

1. Problem: 

Hoiw can I make my work easier in the kitchen? 

What utensils will be needed for my work? 
Laboratory : 

Clean and arrange equipment in desks and cupboards. 

Direotioims for care of sinks and supply tables, etc. 

Clean refrigerator. 
Recitation: 

Equipiment — construdtion and care of different pieces of 
equipment. 



Proiblem: 

How much does it cost me to run my coal range an hour? 

Is it more econoimical to cook with coal, gasoline, elec- 
tricity or oil in my comrnuinity? 

Wihich fuel gives me the best results? 
Lahoraitory : 

Examine range and gas burner. 

Regulate mixer of gas; burner. 

Examine electric plates and oven. 

Buiild and regulate fire. 

Read electric imeter: 

Calculate cosit per hour. 

Make workimg drawings of range. 
Recitation : 

Fuelsi — ^Kinds and classes; value of different fuels — cal- 
orific, econoimic, as to coinveniemce; essentials of 
coim'bustion; kindling temperature; products of com- 
bustion. 



3. Problem: 

Why is an abundanit supply of water necessary for my 
kitchen? 

Wihat must I know a'bout pluiuhinig fixtures? 

Why is it that in some waters a good lather can never 
lb 6 imiade? 

What pl^0'C6s&e^ can we use to soften hard water in the 
hoime? ' 

Laboraitory : 

Experimeints to show effect of heat on water. 

Experiments tO' idetermine sulbstanices in solution and sus- 
pension — change the boiling temperature of wate*. 



FOR HIGH SCHOOLS OF ALASKA 83 

Experiments to determine tihe effect of foreign substances 
on melting andi freezing point of a solution. 

M'ake a fruit ice. 

Soften water for cleansing. 
Recitation : 

Water — ■Sources; kinds and conipo&itioin; uses — as cleans- 
ing aigent, as; medium in cooking, in body. 



Proiblean: 

Why are beverages coiusidered iharmful? 

How may tea and coffee be prepared to render them the 
least harmful? 

Why are cocoa an,d chocolate better beverages for children 
than tea and coffee? 
Lfaboratory : 

Make tea and coffee. 

COimipare siteeiped and boiled tea, 

Oompare boiled and percoliated coffee. 

Fruit drinks. 
Recitation: 

Beverages, — Tea, coffee, cocoa; ooimposition methods of 
preiparatiom ; physiiological effects. 

Fruit drinks — Value in diet; kindSi. 



^5. Problem: 

Will it be more economical for me to make or buy my 
candies? 

Why is it that commercially made candies have a more 
uniform texture than homemade candies? 

Wihy is it tihat some football coaches serve the players a 
cuip of black coffee with four lumps of sugar in it 
before they enter the game? 
Laboraitory : 

M'ake syrup' tesit to determine temperatures. 

Make peanut brittle, and possibly some other candies. 

Compare cost of homemade candy and ipurc'hased candies. 

Comipare maple sugar, beet sugar, cane sugar. 

Burn sugar comlpletiely, wiatchinig changes. 

Trip to oandy factory or kitcben. 
Recitation: 

^gugar — .Sources, kinfls, coimiposition ; manufacture; prop- 
erties; effect of heat; effect of acid; value as fobd. 



'6. Problem: 

Why is it that the ©varporated frulits retain their natural 

color better thian dried fruits? 
Wihy is it that fruit is such an importiant food in the 
diet of a vegetarian? 
Laboratory : 

Prepare a fres'h and a dried fruit. 
Kecitaition: 



84 MANUAL AND COURSE OF STUDY 

Fruits — ^Composition and value as food. 
Process of preparing. Fresh dried. 



Problem : 

What is the effect of heat on starch? 

Hoiw can a starch and a liquid be combined to make a 

smooth mixture? 
Froim what source do we ohtain starchy food? 
Laboratory : 

Collect saim^les of starchy prepiarations. 

Report upon home cookery of sago, tapioca, and macaroni. 

Tesit different foods for starch. 

Experimentsi to determine siolubility of starch in hot and 

cold wiater. 
Experiments to show m^etihods oif combininig sitarch with a 

hoiling liquid. 
Prepiare white sauce. 
Exiperiments to ooimpare thickening power of browned 

flour, flour, and cornsitarch. 
Examine cooked and uncooked starch grains under mic- 

riQisoope. 
Reoitation: 

Starches — ^Characteristics; structure of starch cell; differ- 
ence in starch cells; properties; effect of heat; effect 

of acid. 



Problem: 

How can we cook green vegetables to retain their min- 
eral salts? 

Hoiw does the cookery of winter vegetables differ from 
th,e cookery of green ones? 

What shoiuid I knoiw aibout the comiposition of vegetables 
to select suitable ones for wiinter use? 

Hiow can we cook strong vegetables so the flavor will be 
improved and the appearance unchanged? 
Laboratory : 

Illustrate different me>thods of preparation. 

Illustrate use of white sauce for different purposes. 
Recitation : 

Vegetables — ^Comiposition; classed according to — parts 
used, comiposition, flaVor. Methoidis of cooking; di- 
gestion and food value. 



Prolblem: 

Wha)t directions should be given for the cooking of 

cereals? 
Why is it that some cereals take so much longer to cook 

than do others? 
How does the manufacture of ready-it(Oi-eat cereals differ 

from the so-called uncooked and partially cooked 

ones? 
W,hat cereail can be used as a vegetable? 



FOR HIGH SCHOOLS OF ALASKA 85 



Lalaoratory : 

Cook cereals: Different kinds; Different mefchods. (Com- 

ipare. ) 
Maike collection of cereal grains. 
Make collection of prep'ared cereals. 
Recitation : 

Cereals — Composition; kinds; manufacture; value as food; 

effect of different methods of cooking on flavor and 

digestion. 



10. Proiblem: 

Hiow may foods be cooked in fat and have them botli 

palatable and wholesoime? 
Why is the prejudice that many people have a'gainst 

fried foods justifiable? 
Wihiat Is the mosit economical fat for frying? 
Laboratory : 

Render fat. Experiments to determine temperatures for 
ifryinig cooked and uncooked foods. Clarify fats. 
Recitation: 

Fats: Coimposition; kinds, sources; value as food; ef- 
fect of lieat; econoimy in the use of fats; cost of 
various kindis; butter and lard substitutes. 



11. Problem: 

What is it about -milk thaJt makes it so valuable for 

children to drink? 
What ipreicautions are necessary to keep milk "sweet and 

safe for use? 
When it is impossible to o'btain fresh milk, .what can be 

used ? 
Laboratory : 

Compare scalded and boiled milk. 
Investigate school and home supply of milk. 
Pasteurize and sterilize. 
Demonstrate cleansing milk utensils. 
Miake cottage cheese. 
Make junket. 
Recitatiom : 

Milk: Composition; value as food; effect of heat; effect 

of rennet and bacteria; care of milk; mlilk as found 

in market; certified, modified, condensed, etc. 

12. Problem: 

How much importance must we give tO' the use of cheese 
and butter in our diets? 

With what foods should cheese be combined? 

Why is it tihat the Italians can live sio largely on mac- 
aroni and cheese? 

Is it wise to use or sell butter substitutes'? 
Laboratory : 

Experiments to show effect of heat upon cheese. 

Make macaroni aind cheese. 



^6 MANUAL AND COURSE OF STUDY 

Make rarefcit. 
Make souffle. 

Make butter. Compare with butter substitutes. 
Recitation : 

Milk products- — ^Cheese: kind®; coimposiition ; manufacture; 

flood value; digesiti'bllity; car'a of cbee&e. 
Butter — 'Methods of prepara'tiOin ; subsitiitutes. 



13. Problem: 

Why are eggs used so largely in a child's diet? 
What is the difference between soft cooking and soft boil- 
ing an eggl 
Should the price of eggs influence their use? 
Lfaboratory : 

Cook eggs differenlt ways. 

Experiments to show effect of salt and acid on albumen. 
Determine cosit of egg dishes with different priced eggs. 
Recitation : 

Eggs — OompoEii'tion ; value as food; structure; preserva- 
tion; effect of heat; econoimy in use; relative value 
of fresh and preserved eggs; cause of sipoiliiig of 
eggs; diiigestion. 



14. Problem: 

What use may we make of the thickening power of eggs 

in miaking dessert's? 
What measure of flour is equivalent to the thickening 

power ot one egg? 
One yolk? One wihite? 
DaiboTiaitory : 

Make custards — ^Oustard variatdons: OhO'OOllate; Fruit; 

Caraimel; Frozen; Baked; Steamed. 
Make omelets. 
Recitation : 

Milk and eg-g coLmbiniations; the egg as a thickening 

agent; effect of too hiigh temperature; meanS' of d'is- 

iguising the taste oi. 



i^J Problem: 

W!hy should meat be cooked? 

How doesi the structure of a piece of meat determine its 

imethod of cookery ? 
By what mieohanical means can we (make the tougher outs 

of meait more desiraible? 
Wihat siho'uld I know abomt meats so that I a;m suro of 

getting the cuts I o-rder from the \market? 
How much meat should I eat in my regular diet? 
How can I economize in buying meat? 
Laboratory : 

Experimients to sihow constituents and characteristics. 
Draw andniial to sihow location of cuts. 



FOR HIGH SCHOOLS OF ALASKA 87 



List cuts of meat accordlmg tO' price. 
Preparaition of various cuts. 
Use O'f leift-overs. 
Combine vegeta.blesi with meats. 
Recitation: 

MeatS' — Struoture; comiposition ; food value; selection of 
meat; condiiitions that affect quality; flavor of meiat; 
effect oif heat; reasons for cooking meat; methods; 
preservation of me'ats; cost of meat; food laws gov- 
erning siupply; meat subsititutes. 



16. Problem: 

To what extent is it wis-e to Siubsititute the vegetable pro- 
tein for the protein of meat? 
Laboratory : 

Prepare baked beans. 

Prepare lentil soup. 

Prepare salted peainuts. 
Recitation: 

Legumes and nuts — Coimiposiition ; struoture; value as 
food; digestiom; kinds; cost. 



17. Problem: 

From what source do we obtain gelatin? 
What is the difference between jello and gelatin? 
Wihy should I not form the habit of serving only gelatin 
desserts? 
Laboratory: 

Experiments to show solubility in hot and cold water. 
Prepare — ^Lemon jeOy; gelaitim from meat and bome. 
Compare wi'th ready 'tO' use gelatin preparations. 
Prepiare gelatin; with fruit juice; with fruit pulp; with 
fruit or* nuts; with fruit oreaim or egg whites. 
Recitation : 

Gtelatin — Source; cpmniieircial (prepiaratfion; properties; 
composition; value as food. 



18. Problem: 

What is the purpose of leavening? 

Wiha-t are the different leavening iagenits? 

What are som© of the oibjedtioins to the use of soda? 

Why are some bakin'g (powders objectionable to use? 

Why has the prejudice grown so strong aigai'nst the use 

of quick breads? 
Is it the temperaJture of the bread or the texture of hot 

bread 'that makes it harder to digest? 
Why do we use different classes of batters and doughs? 
Laboratory : 

Experitnents with flour to illustrate the presence and 
charaoteristics of starch and giluten. 



88 MANUAL AND COURSE OF STUDY 

Experiiments to show action of various leavening agents 

when comibined with liquid. 

Prepare sponge cake and popovers; prepare griddle 

cakes; prepare w^affles; prepiare muffins. 
Experiments to show action of soda and molasses. 

Prepare (gingerbread. 
Experiments with soft doughs. 

Make biscuits, doughnuits, or cookies. 

Recitation : ' 

Batters and doughs: Flour — composition, kinds and 
classes, manufacture. 

Leavening agents — kinds and classes, properties, 
products of fermentatioai. 

'Olassies of batters and doughs; oven temperature 
and baking. Digestion and food values. Value of 
batters and doughs. Comparison of various leaven- 
ing agents as to digestibility, food value, healthful- 
ness, economy of time, effort, expense. 



19. Prolblem: 

Wihat are the requisites for good bread? 

What kind of flour is best for bread? 

What change takes place in bread durmg baking? 

Is it more satisfactory to make or buy the bread for 
family use? 

If I am buying food at the bakery, what can I get that 
Will give me the most for my money? 

How does tihe cost of ho'memade dis:hes compare with the 
same foods bought at the bakery, grocery, or delica- 
tessen shop? 

Laboratory : 

Make wheat bread by short and long process. 
Recitatioin : 

Yeast bread — ^Methods of making; materials used; manip- 
ulatiou. 

Baking: Temperature; changes produced. 

Care of ibread; value as food; digestion. 



20. Problem: 

Is the food value of salads great enuogh to warrant the 

time spent in preparing them? 
Should salads be considered a luxury or necessity? 
W'hat are the characteristics of a good salad? 

Laboratory : 

Select and prepare materials for salads. 
Make dressings. 
Attractively comlbine. 

Recitation: 

Salads — Value in diet; preparation; kinds; cost. 



FOR HIGH SCHOOLS OP AIjASKA 89 

21. ProWem: 

Wliy do some fruits jell better tiham others? 

W.'hait methods can I use to save fruits and vegetables 

for virinter use? 
Horw does the pure food law protect us when buying 

canned goods? 
Why does fruit spoil? 

Is fruit put up at home cheaper than that commercially 
iCann ed ? 

Whait shoiuHd I know about the brainds of commercially 
canned fruits and vegetables in order to buy them 
intelligently? 
Ija'bor atory : 

Oan fruits and vegetables under different methods. 

Make preserves and pickles. 

Make jellies, jams, and hutters. 
Recitation: 

Canning and preserving. Decay of fruits and vegetables: 
Causes; means of preventioin; methods of preserva- 
tion; harmful preservatives; coanparison of fresh 
and preserved fruits and vegetaibles as to — quality; 
cost. 



22. Prohlem: 

What must I know aibout foods to be able to intelligently 

prepare a meal at home? 
Wihat could I prepare for luncheon at a cost of 20 cents? 
How shall I care for the baby's milk? 
W(hat are the first fooids I may give a child? 
What are suitable refreshments for a reception? 
What shall we serve at our Mother's Tea? 
Wih'at quantities will we need for twenty guests? 
What kinds of food do I, a high school girt, need? 
How much do I require each day? 

What shall I put in my 8-year^old brother's lunch box? 
What can I learn to make at stehool that I can serve at 

home for Thanksgiving dinner? 

Liaboratory : 

Weigh and measure 100 calorie portions of different 
foods. 

Compute 100 calorie portions of several foods. 

Caliculate from, dietary taibles the numiher of caJlo^ries each 
memiber of a given family requires tor a daily diet. 

List foods rich in protein, fat, carbohydrate, and min- 
eral content. 

Visit markets. 

Study labeling. 

Compare cost of fooids piurchased in small and large 
amo'unts. 

Plan meals suitable for breakfast, luncheon, dinner, 
supper. 

Plan meals for definite sum. 

Plan meals with special reference to economy of time, 
labor, fuel. 



90 MANUAL AND COURSE OF STUDY 

Plan meals for aged, young, vart'ous types of illness. 

Plan, prepare, and pack lunches for schooil child, labor- 
ing man. 
Recitatiom: 

Selection of food miaterlais for menus; methods of meas- 
urement of fuel value oif foods; food requirements as 
influenced by age, eitc; dietary standar^ds; cost of 
food; conditions which affect cost; methods of pur- 
chase; marketing; means 0)f reducing cost; planning 
of meals; study of principles underlying the mak- 
iuQig o-f menus; suiiitaible combinations; variety, etc.; 
esthetic considerations; meals for different seaso'ns, 
oiocasions; meals for sick and convailescent. 



23. Problem: 

What must I know about (the different styles of table 
service and taJble etiquette ito serve my meal cor- 
rectly? 

How will my knowledge of art help me to serve meals 
attnaotavely? 

How can the enjoyment of a simplle meal be increased? 
Laboratory : 

Prepare meals ifor different o'coasions. 

Set talble for varioius kinds oif meals. 

Serve meals lof yarious kinds. 
Recitation; 

Preparation and service of meals; styles of service; ac- 
cepted rules for service — with maid, without maid; 
table etiquette; plan of work as to economy of time, 
labor, and fuel. 



SEWING 

Problem : 

What must I know about clothing in order to dress in good 

taste and appropriately to all occasions? 
What must 1 know to help make my clothes? 
What equipment is necessary for the sewing room at home? 
What must I have to equip my work box? 
Laboratory: 

Review of stitches on small articles as needed to give 

practice in making the larger article or garment. 

Stitches; seams; fastenings; lace and embroidery 

matching; cutting and joining bias; gussets; plackets; 

darning and patching. 

Recitation : 

Study of equipment used in sewing: Location and fur- 
nishings of sewing room; selection of equipment to con- 
serve health and time of worker; cost of outfit; true 
economy in buying; study of individual equipment; 
study of sewing table; study of sewing chairs; aprons;; 
pressing boards; sewing machines. 



FOR HIGH SOHOOLS OF ALASKA 91 

Problem: 

What should I know about buying cotton and linen? 

How can I tell at the store whether a tablecloth is pure 
linen, is adulterated with cotton, or is mercerized 
cotton? 

Why is the price of materials not always a safe guide iiL 
buying? 

How can I use my knowledge of fibers to help overcome 
the objection to a pure textile law? 
Laboratory : 

Microscopic, chemical, and physical examination of cotton 
and linen fibers. 

Collection and comparison of samples. 

(Work begun and continued throughout the year.) 
Recitation : 

Textiles (cotton and linen fibers): Value of knowleda'; of 
fibers to purchaser. Methods of adulteration. Need 
of textile legislation. Study as to origin, cultivdtion 
structure, varieties; preparation for market. Paij^ose, 
durability, relative cost, good taste. Comparisoii of 
materials. Ready made versus homemade as to lA'Ak.- 
ing, wearing, and cost. 



Problem : 
Laboratory: 

Making of following: 

a. Holder made of crash or hand towel. 
Recitation : 

Points to be considered in selection of materials: Use ot 
holders; design of holders; care of holders. 



Problem: 

What is a suitable design for a work apron? 
What materials might be used for it? 
Laboratory: 

b. Apron. 
Recitation : 

Uses and kinds of aprons; selection of design; selection: 
of material; care of aprons; repair of garment. 



Problem : 

Of the various articles of clothing that I need, what can 

I make at school so that the cost of my wardrobe 

shall be reduced? 
Laboratory: 

c. Kiniona (commercial pattern). 

d. Kimona sleeve nightgown. 

Recitation : 

Proper use of negligee garments. 

Ready-made versus home-made garments. 



92 MANUAL AND COURSE OF STUDY 

6. Problem : 

With my present ability and need, what undergarments 

can I make that will be serviceable for me? 
Why will it be more economical for mt to make my own 

undergarments than to purchase them ready made? 
What must I know about the sewing machine so that I 

can use it as it should be used? 
Laboratory: 

e. Corset cover (commercial pattern). 
Recitation : 

Discussion of styles as to beauty, utility, and health. 
Selection of materials. 
Relative value of trimmings. 
Lace and embroidery. 
Handmade versus machine made. 
Time required in laundering and care. 
Comparison of cost with readymade garments. 
Use of machine attachments. 



Problem : 

What materials are most suited for undergarments? 
Is it necessary to shrink all wash material before mak- 
ing up? 
How can I help better the conditions under which the 
readymade garments are made? 
Laboratory: 

f. Drawers (plain or circular drafted pattern). 
Recitation: 

Discussion of styles. 

Hygiene of underwear. 

Comparison of kinds of underwear. 



8. Problem: 

When is it economical for us to make the trimmings for 
our underwear? 

What principle in design will guide us in determining the 
depth to make petticoat flounces? 

Why is it an advantage to be able to make our own pat- 
terns? 
Laboratory: 

g. Petticoat (drafted pattern). 
Recitations 

Design as related to line and proportion. 

Design as related to beauty, utility, and health. 

Selection of material. 

Economy of material. 



Problem : 

What type of dress is best suited to my needs' 
What material would be best for this style? 
How much can I afford to spend for a dress? 



FOR HIGH SCHOOLS OF ALASKA 93 

Can I buy it ready made as cheaply? 
How much material will I need? 

What type of dress is meant by the term "sporting cos- 
tume? 
When should it be worn? 
Laboratory: 

h. Shirtwaist (drafted pattern) tailored cuffs and 

band or original collar and cuffs, 
i. Middy (commercial pattern). 
Recitation : 

Style of waist considered as to beauty, appropriateness 
Suitable selection of materials for waists. 



10. Problem: 

Which is preferable, light or dark materials for work 

dresses? 
Why do we prefer cotton to wool for house dresses? 
Laboratory: 

Collect and combine fabrics and trimmings suitable for 

morning dresses. 
Making of an original design or the adaptation of a se- 
lected design. 
Drafting pattern or adapting commercial pattern. 

j. Morning dress (commercial pattern). 
Note: Require three of the first six. 
Require either "h" or "i." 
Require "j." 
Recitation : 

Principles of color, line, and proportion. 
Application of principles to design of dress. 
Suitability of design as related to utility, comfort, and time 
spent in laundering. 



11. Problem: 

What should I know in order to care properly for woolen 

and silk garments? 
How do you account for the "rustle" in some silk petti- 
coats ? 
How can I keep my wool dress from water spotting and 
shrinking? 
Laboratory: 

Microscopic, chemical, and physical examination of wool 
and silk fibers. 
Tests for adulteration. 
Recitation : 

Study of fibers (wool and silk) : Origin, structure, com- 
parison of varieties, and preparation for market of 
wool and silk. 
Methods of adulteration. 



12. Problem: 

How is woolen material more serviceable for school dresses 
than the heavy cotton fabrics now on the market? 



,94 MANUAL AND COURSE OF STUDY 

What should guide us in the selection of our clothes? 
What can I do to my last year's dress so I can wear it 

again this season? 
What advantage would there be in designing my own 

patterns? 
Laboratory: 

Make ink or water-color design suitable for wool dress. 
(May be done in correlation with drawing depart- 
ment.) 

Make a wool dress or a wool skirt and separate silk waist. 

Select and combine wool and silk fabrics suitable for 
dresses for different occasions. 

Note width and cost. 
Recitation : 

Review of principles of color and line in relation to hu- 
' man coloring and form. 

Suitability of clothing to different occasions. 
Selection of materials. 
Dress accessories. 
Ornamentation versus decoration. 
Influence of color upon individuals. 
Adoption of commercial patterns. 



13. Problem: 

What do we mean by saying clothes are in good taste? 
What must I know and do in order to select and pur- 
chase clothing that will serve as adornment as well 
as protection? 
Laboratory : 

Make a lingerie dress, household or personal article that 
may be designed and decorated. 

Recitation: 

Discussion of principles of art in color and design as ap- 
plied to needlework. 
Selection of materials. 



14. Problem: 

How can I be sure, when buying a hat, that it is suitable, 
appropriate, and becoming to me? 
Laboratory: 

Plan hat to suit face, figure, and costume. 

Renovate materials. 

Make and trim simple hat. 

Plan and figure cost of a suitable wardrobe for a high- 
school for one year. 
Recitation : 

■ Study of materials used in millinery. 

Note: Where desirable and pra'^ticable, millinery may be 
included to give further development of skill and 
judgment in selection of clothing. 

Discussion of color and line in relation to the face, figure, 
and costvxme. 



FOR HIGH SCHOOLS OF ALASKA 95 



Style of hat in relation to arrangement of hair. 
Criticism of prevailing style. 
Selection of materials. 

Comparison of cost of materials as contrasted with millin- 
er's price. 



SHELTER AND HOUSE MANAGEMENT 

1. Problem : 

What has the environment of my house to do with my 

happiness and development? 
What building materials are best suited for a house in my 

locality? 
What should I know about the public supply of water in 

order to conserve the health of our family? 
Laboratory: 

Visit houses in process of construction. 

Make plans for house. 

Examine school and other public systems of heating and 
ventilation. 

Visit waterworks and sewage plant. 

Study and report on home water supply and sewage dis- 
posal. 
Recitation: 

Evolution of the house. 

Location of the house: Environment; site. 

House planning and construction: Structure; plans, ma- 
terials; systems of heating, lighting, and ventilation; 
plumbing, water supply; disposal of waste. 



2. Problem: 

What effect does my surroundings have upon my de- 
velopment? 

How am I influenced by pictures and music? 

How can I learn to have a greater appreciation for the 
better things in art? 
Laboratory : 

Collect samples of paper and other wall materials. 

Demonstration with Victrola to illustrate classes of music. 

Make trip to art shop to see pictures. 

Make trip to stores and factories. 

Combine samples of wood, wall coverings, and textile 
fabrics suitable for different rooms. 

Plan color schemes for different rooms. 
Recitation : 

Decorating and furnishing: Exterior; interior, floors; 
walls; ceilings; suitability; cleanliness; artistic effect. 
Furnishings: Use; sanitary aspects: artistic effect. 



Problem : 

How much of the care of the home should I be responsible 
for? 



96 MANUAL AND COURSE OF STUDY 

Laboratory: 

Clean a room. Clean silver. Clean refrigerator. Remove 
stains. 
Recitation : 

Maintenance: Care of the house; source of dirt; ways of 

removing dirt; materials for cleaning. 
Care of furniture and furnishings. 
Laundry: Materials used; steps in process. 
Household pests. 



4. Problem : 

Can the principles of efficiency be applied to housekeeping? 

*Do I spend more than my share of the family income? 
Laboratory: 

Spend an imaginary salary for one month. 

Report on market prices. 

Keep account of family expenses for one month. 

Plan work of home for one week. 
Recitation: 

Organization of the home. 

Essentials of a well-ordered home. 

Standards. 

Management: Division of income; buying; household ac- 
counting; system in work. 



Problem : 

How can I help mother share the burden of housekeeping? 

What habits should I form in order to keep well? 

Do I know enough about foods to know how to select a 
diet that is best suited to my needs? 

How can I keep from becoming a slave to the dictates of 
fashion? 
Laboratory: 

Home problem in some activity of home life. 

Report on work of local board of health. 

Prepare a lunch basket for a high school girl. 

Give an afternoon tea to mothers. 
Recitation: 

Health interests: Personal hygiene; family hygiene; pub- 
lic hygiene; home nursing — Home nurse and her 
duties; contagion and infection; emergencies. 

Social activities — Social customs and usages. 



Problem: 

How can I make my home such as to give me the highest 

physical, mental, moral, and spiritual development? 
Recitation : 

Aims and results: 

Physical well-being. 

Mental discipline and development. 

Social, moral, and spiritual advancement. 



FOR HIGH SCHOOLS OF ALASKA 97' 

MUSIC 

Tihe folloiwiiig actiwities are recomim ended for high schools — • 
chorus slmg^ing, orchestria, glee clubs, music appTeciation. Quota- 
tions appearinig below in explanation of these activitie® are taken 
from the report of the Committee on the Reorganization of Sec- 
ondary Education, U. S. Bureau oif Education Bulletin, 1917. No. 
49, entitled, "Music in Secondary Schools." 

CHORUS SINGING 

This course should be offered to pupils of all years. Although 
in the smaller high schools it is not practicable to divide the chorus 
according to years in the school, in the larger schools such division 
is preferable. 

In interest and articulation with the earlier experience of the 
pupils, chorus practice appeals especially to students in the earlier 
years of high-school life; but in respect to voices, these years are 
unfortunate for many pupils, and a wise selection of music ma- 
terial within a limited range is therefore necessary. A careful and 
frequently repeated examination should be made of each individual 
voice and each pupil should be judiciously assigned to the appropri- 
ate vocal part. 

In the upper classes, the voices being more mature, the- 
pupils are able to undertake a higher type of music, involving not 
only a greater degree of experience in chorus singing but also 
heavier requirements for the voices. By separating the chorus 
classes, as suggested, it is possible to develop chorus practice from 
a type of music easily understood and enjoyed by the immature 
singers to a type of artistic music requiring a considerable grasp of 
structure, thematic development, and musical content. * * * 

Mere efficient conquering of one song after another, with 
no thought for comparative musical merit, should not constitute the 
practice. Correct use of the voice and intelligent phrasing and 
interpretation of music should be the rule. Further, if the pupils 
are not yet proficient in sight singing and thoroughly well informed 
in elementary theory, these should be taught in connection with 
chorus work. If, however, high-school standards which imply such 
abilities have been reached, the incidental study should consist of 
music appreciation. Structural features of the songs should be 
pointed out and some knowledge of musical form should be sained. 
Motivation, the phrase, sequences should be studied. Some knowl- 
edge of the composers should be acquired, and the use of selections 
from operas, oratorios, or cantatas hould be mane the occasion for 
study of these forms. Every effort should be made to broaden the 
musical horizon of the student through the medium of his interest 
and participation in chorus work. * * * 

In choosing material for chorus singing it should not be for- 
gotten that, although music may ally itself with sentiments of re- 
ligion, patriotism, love of home, and so forth, and although it 
should never ally itself with less worthy associations, it is not 
to be valued because of such alliance. Music is essentially tone 
and tonal discourse and is beautiful as music in proportion to the 
beauty of tone, the beauty of the tonal procedure, and the beauty 
and nobility of mood out of whirh it sprang. Music, in short, need 
express musical thought only. Until this is admitted, understanding 
of musical beauty as a thing in itsplf ran not be undertaken. Cer- 
tain old melodies, saved from extinrtion in the first instance by 



98 MANLAL AND COURSE OF STUDY 

alliance with a text of value, and at present by tradition and many 
hallowed associations, should be preserved as long as their appeal 
remains and while their use is not wholly perfunctory. 

While chorus singing naturally must be the most general and 
the basic music activity in a public school system, wise administra- 
tion in this work is more necessary than in any other branch of 
music study in order to obtain breadth of musical interest and un- 
derstanding on the part of the students. It is possible for a pupil 
to sing during his entire high school term the sort of songs that are 
sometimes sung, study them in the manner in which they are some- 
times studied, and come forth at the end of the course as remote 
from understanding and enjoyment of a Beethoven symphony or 
sonata as if he had no such practice. Not only does the compara- 
tive emphasis usually given the subject and text of songs divert 
attention from purely musical values, but the physical exhilaration 
of singing may readily be mistaken for enjoyment of music. Further, 
the songs may be selected because of their appropriateness to cer- 
tain occasions, such as class days, field days, arbor days, patriotic 
festivals, etc., and in such case musical merit usually has to be 
sacrificed or subordinated. 

ORCHESTRA 

This study should be offered in all the years of the high school, 
hoth in the four-year plan and in the six-year plan. In the latter 
case it would be wise to plan two orchestras, a junior and a senior 
orchestra, the one serving as a feeder to the other. When the high 
school course is four years in length, a grammar school orchestra 
is desirable for the purpose of developing the younger material 
for the advanced orchestra of the high school. 

The musicianship that results naturally from ensemble play- 
ing is more advanced than that which arises naturally from en- 
semble singing. More hours of practice and preparation are neces- 
sary before successful participation is possible; the expression of 
the musical thought or impulse is less direct than in singing and 
becomes a matter, therefore, of greater reflection ; the mechanical 
nature of the medium of expression makes sight reading and a 
knowledge of staff notation more exact; the number and diversity 
of the orchestral parts — diversity in pitch, tonal quality, and rhyth- 
mic procedure — make the whole a richer complex than chorus work 
presents; and this complexity and variety have attracted com- 
posers to orchestral expression of their greatest works. Neverthe- 
less, the course in orchestra must be thorough and well organized 
to attain its best ends. The following recommendations are there- 
fore urged : 

First. The instruments should be played in the manner of 
their solo capacities, the ideals of chamber music, and the refined 
treatment of each part in a symphony orchestra being ever kept in 
mind. 

Second. Music should be selected that, however easy, still 
recognizes these particular values for each and every Instrument. 

Third. The orchestra should be considered an orchestral class 
or orchestral study club primarily, and a factor for the diversion 
of the school only incidentally. 

Fourth. Each student should be provided with an orchestra 
part for home study, and should be expected to prepare his music 
between the dates of the orchestral rehearsals. This requirement is 
especially important where school credit is given to members of the 
orchestra. 



FOR HIGH SCHOOLS OF ALASKA 99 

Fifth. Instruments should be boughit by or for the school, to 
remain school property, and should be loaned, under proper restric- 
tions, to Situdents who will learn tO' play them. Instruments such 
as the double bass, ti'mpani, French horn, oboe, and bassoon should 
be bought. Only by such means can orchestral richness and senior- 
ity be secured, the real Idiom of the orchestra be exemplified, and 
advanced orchestral literature be made practicable to the students. 

GLEE CLUBS 

Glee clubs of boys, glee clubs of girls, and glee clubs of 
mixed voices may, under some conditions, be desirable. In the 
larger schools there are always students who wish to join these 
special musical organizations. In schools where attendance on the 
chorus classes is required, glee clubs are especially desirable, be- 
cause they afford the better singers the opportunity for a finer type 
of chorus work than is possible in large classes. Under such con- 
ditions it is usually desirable to have the boys' glee club and the 
girls' glee club act as "feeders" to the senior organization, which 
should be a glee club of mixed voices. 

A question arises whether or not credits should be offered for 
participation in these clubs. Some teachers believe that all school 
work should receive school credit, and the glee-club practice com- 
ing, as it usually must, outside of school hours, is as worthy of 
school credit as other school activities. Other teachers prefer not 
to offer school credits for work in the glee clubs, but to make 
participation an honor and the work of the club a pleasure for the 
more musical students. As no outside practice or home study is 
necessary, these teachers contend that the honor and pleasure 
should be sufficient incentive for membership in the clubs. The 
decision of the question of giving credit for glee club membership 
must rest with the administrative officers of the high school, and 
this decision, in turn, must be influenced by the type of work done 
by the glee club and its value in any particular school measured 
in comparison with the number and value of other music courses 
for which credit is given in the school. 

MUSIC APPRECIATION 

The development of music appreciation recommended in con- 
nection with chorus practice was incidental, the intention being to 
prevent an entirely undiscriminating and unappreciative attitude 
toward music in its "absolute" phases. Such study could not be 
thorough, even if it were desired to make it so, for the forms pre- 
sented are in the main comparatively short, are all vocal, and pre- 
sent the easier works of a limited number of composers only, and 
these probably in vitally altered transcriptions and arrangements. 
A strong course of study of great musical literature should there- 
fore be offered. This is continually growing more practicable be- 
cause of improvements in, and the increasing use of, mechanical in- 
struments for reproducing such music, as the player piano, the 
talking machine, and the player organ. With the help of any or 
all these and the assistance of local musicians, vocal and instru- 
mental, in addition to what the class and the teacher can provide, 
working as a chorus and also in solo capacities, a course such as 
that outlined in the following paragraphs can be presented more 
or less exhaustively and with results of inestimable value in the 
education of the students. * * * 

The courses of any grade in music appreciation are essentially 
courses in intelligent listening to music. While they are valuable 
to those who are looking forward to a deeper study of music, they 



100 MANUAL AND COURSE OF STUDY 

should be, as far as possible, of a nontechnical nature, so that 
pupils who are not planning technical music study may have the 
opportunity to cultivate discriminating powers of musical enjoy- 
ment. The course is best planned, therefore, through the selection 
of a large number of compositions as subject matter. These com- 
positions should be chosen primarily because of their intrinsic musi- 
cal worth aryd secondarily because they illustrate the several view- 
points along which the pupils' attention is to be directed during the 
listening lesson. These viewpoints may be classified as follows: 
Musical form, history, biography of musicians, and aesthetics. 

(1) They should represent a large number of master com- 
posers, ancient and modern, in so far as the works of these masters 
engage the attention of the world today; (2) they should represent 
all important media of expression, as piano, orchestra, chorus, solo 
voice, solo instruments, chamber music, ensembles, etc.; (3) they 
should represent all varieties of form, as the song forms, sonata 
form, roinde, etc., and the opera, oratorio, cantata, mass, etc.; (4) 
as representing either a composer or a form or style, they should 
be characteristic of that composer or that form or style at his or 
its best and most individual moments. 

The "Progressive Musiic Series," — ^Silver Burdett . and Com- 
pany, has been adopted for uise in the elementary schools. Book 
Four oif this series is designed for grade eight but is e^iually 
desirable for high school use. Some schools may desire to use the 
first three books in grades one to eight incluisive and use the 
fourth book in the hig^h schood. This volume contains a large 
nu'mber oi chouses, solos, duets, trios, etc. A similar book hy the 
same publishers but designed especiailly tor high schools is the 
Fourtth Book of the "Moidern Music Series" by Eleanor Smith. This 
text is slightly more advanced amd contains a larger selection 
of songs. 

For general chorus work and community singing, the follow- 
imr; son'g book is recommended: "Twice Fifty-five Community 
Songs" (ipaper) published by C. C. Birch ard and Co., Boston. 

The following books are excellent for chorus and glee club 
work: 

Levermore: The Abridged Academy SoiUg Book — ^Ginn & Com- 
pany. 

Baldwin and Newton: Standard Song Classics — Ginn & Com- 
pany. 

Baldwin & Newton: Famdliar Song • Crassics (paper) — Ginn & 
Compainy. 

BaMiwin and Newton: Fifty Standard Hymns (paper) — Ginn 
«B; Comipany. 

Baldv/in and Newton: Familiar Operatic Classics (paper) — 
Ginn & Company. 

Baldwin and Newton: Standard Paitriotic Songs (paper) Ginn 
& Company. 

Chapman-Shiting: The Apollo Song Book (for male voices) 
Ginn & Coimpany. 



FOR HIGH SCHOOLS OF ALASKA 101 

THE HIGH SCHOOL LIBRARY 

One of the indispensable adjuncts of a high school is. a work- 
ing library; which should contain at least sufficient reference 
hooks to vitalize the work of the school; which should grow with 
the school; and which, in large schools, should constitute one of 
its most imiportant adjuncts. Where an adequate city library is 
available the number of copies of books of fiction can be kept at a 
minimum. However, each school should have a Siufficient number 
to serve the immediate needs of students and to stimulate their 
desire for reading. 

The library oif a small school may be kept at the rear of a 
clasisroom, if no sieparate room is availahle. Chairs and a table 
should he provided for the use of students. The library of the 
larger gohocl may be kept in part in the library and in part in the 
classroom, or entirely in the library room, as may seem best. 
Siuoh a room should be large enough to be usahle and should be 
open every minute of the day. Schools so situated as to make 
such a thing practicafble should have a magazine taible or rack, a 
sihelf for reports and bMletiiis, a bulletin board, and other ac- 
cessoiries. 

No school lihrary can function efficiently without good care. 
School lihranies sihould be under the supervision of a qualified 
teacher, and one of the teachers of the school should be specially 
charged with this duty. Responsible pupils can take turns in act- 
ing as lihrarian during cer'tain periods of the day, month or term. 

A live lifbrary should be accurately and permanently cata- 
logued, preferably according to the Dewey decimal system, and 
should follow siome good card system of lihrary classification. 

The shelves sliould be systemiatically labelled and the books 
.kept in their piropcr places. A record should he kept of the 6ooks 
in the library and all accessions from year to ydar. The accession 
ledger should show the year of purahase, 'the accession number of 
the book, the author, the title, the publisher, anid the year of puh- 
lication, in the order named. On the inside of the front cover of 
eiac'h book there sihO'Uld be placed the accession numher and the 
school stamip. Pupils shiould never be permitted to take books 
lioime without proper record of the loan. 

The teacher of every department in the school should study 
the library sO' as to know its resources, especially in reference 
l)O0ks in their respective suhjects; for the character of the refer- 
ence work deipends largely upon the teacher's knowledge of the 
libriary and the students' aibility to use it. 

The selectiom of books is a work of very great importance and 
should not be doue carelessly or by persons who- are ignorant of 
the needs of a high school lihrary. A very good plan to follow 
in making accessions to the library is to have each teacher make 



102 MANUAL AND COURSE OP STUDY 

note of eA'^ery book coming to his attentioai in his field of work 
that will be of vcLilue in the library. These notes can be given to 
the principal whO' can in this way accumiulate a list of books from 
which additions can from time to time be 'made to the library. 

It is usually a mistake to buy expiensive sets of books. Such 
sets as a rule contain much material that will never be used by 
pupils or teacher®. Part of the money put into sets is therefore 
wasted. Money appro pri a ted for books can be much more proiflt- 
Hibly expended as a rule by purchasing sdngle volumes that will 
fill a definite need in the library. Eve^n full sets of the works of 
great writers such as Irving, Dickens, Thackeray, Hawthorne or 
Cooiper are not necessary. 

Care should be taken that the books selected are not too 
heavy or technical for the use of high school pfupilS'. This mistake 
is especially prevale:nt in the fields of history, government and 
science. The moat helpful books in history are those that deal 
with the life of the times and the people studied — 'their home life, 
their community life, their social life, and their civic life. Abund- 
ance of material sihould also be provided dealing with great char- 
acters of history. 

In science there should be a few well selected reference books, 
but most of the material in this field should deal with sciences 
as 'they mlanifest themselves ii.n the student's surroundings and in 
his every day life. 

The library sho'uld contain reference works that will meet all 
needs for general infoTmation that arise in the high school. Afte;- 
one or more good dictionaries, the most necessary reference work 
is a good encyclopedia. In additiion to the dictionary and en- 
cyclopedia, there should be at least one g^ood reference work in 
each of the fo'llowing fields: general geoigrapihy, including an 
atlas; authors, characters in literature; mythology; EngM'Sh words 
and phrases; foreign words and phrases; synonyms and antonyms; 
a Bilble a;nd a Bible dictioniary; great operas and other music mas- 
terpices; great pictures and statues; dictionaries of languages 
taught in the school, and a handbook of general information such 
as. the "World Almanac." 

In every high sch'ool library there should be a well selected 
list of magazines. This list need not be extensive, though it 
should contain at least one oustanding periodical in each of the 
folloiwing fieilds: current events, current Mterature, everyday 
science, sports and young people's aotivitieSi, nature, home-mak- 
ing and home-keeping, and mianual arts. 

The following books and pamphlets will be valuable to prin- 
cipals and teaiohers: 

WiiSwell: How to Use Reference Works. (American Book 
Co., $0.80). 



FOR HIGH SCHOOLS OP ALASKA 103 

Davis and Cowing: Library Aids for Teadiers and School 
Librarians. (H. W. Wilson, Minnetapolis, 10c). 

Budlong: Plan of Organization ifor Small Libraries. 
(NoTith Dakota Pulblic Library Coanmission, Bis- 
marck, N. D.) 

Dewey: Abridged Decimal Classification and Relative In- 
dex" for Libraries, Clipipiimgs, etc. (Forrest Press, 
Lake Placid Club, Esisex Co., N. Y.— 11.50). 

The "Certain" Report: Standard Library Organization 
and Equipment for Secondary Schools of Different 
Sizes. (Amer. Library Ass'n., 70 B. Wasihingtoin St., 
Cliieago, 40c. Every school sihould own a copy.) 

LIBRARY LIST 

The following list of books is by no means exhausitive. It 
will be suggesitive, however, of desiraible reference books in the 
various fields covered. 

GENERAL REFERENCE WORKS 

Dictionaries 

Weibster's New Internatioinal Dictionary — Merriam. 
Sitandard Dictionary of the English Language — Funk. 

Encyclopedias 

New International EncycHopedia^ — Do'dd. 

Nelsoiu's Loose Leaf Encyclopedia — Nelson. 

Ellis: One Thousand Mythological Characters Briefly Described 

— ^Hinds. 
Frisbee: One Tho^usand Classical Characters Briefly Described 

— Hinds. 
Hastings: Dictionary of (the Bible — Scribners. 
World's Almanac and Encyclopedia^ — Press Publis'hing Co. 

Biography 

Adams: Dictionary of American Authors. — Houghton. 
Adams: Brief Handbook of English Authors — Houghton. 
Lee: Dictionary of National Biography — Macmillan. 
Thoimas: Universal Pronouncing Dictionary of Biography and 
Mytholoigy, (2 volumesi) — ^Lipipincott. 

History and Geograpliy 

New Imperial Atlas of the World — Raind. 
Dow: Atlas of European History — ^Holt. 
Faris: Historic Shrines of America — Doran. 
Heilprin: HisitoricaJl Reference Book — Appleton. 
Peck: Harper's Dictionary of Classical Literature and Anti- 
quitiieSi — Harper. 

Languages 

H a rp ers : Lati n D i ot io n ar y — Am e r i can . 

Spiers and Surenne: Standard Pronouncing Dictionary of the 
French and English Languages (School edition) — Ap- 
pletoai. 

Smith and Hall: Copious and Critical English-Latin Diction- 
ary — American. 



104 MANUAL AND COURSE OF STUDY 

Miscellaneous 

Bartlett; Familiar Quotaftions — Little. 

Brewer: Readers' HiandbDok oii Allusions, References, Plots 
and Stories — ^Lippincott. 

Fernald; Bng-lis'li Synonyms and Antonyms^ — Funk. 

Rogeit: Thesaurus of English Words amd Phrases — Longmans. 

Wheeler: Explanatory and Pronouncing Dictionary of Noted 
Names of Fiction — Houghton. 

Ryland: Chroinological Outline of English Literature — ^Mac- 
mil Ian. 

Wihitcoimib: Chronological Outline of American Literature — 
Macmillan. 

AMERICAN AND ENGLISH LITERATURE 

See lists of classics and suggested books for individual collat- 
eral reading by grades under the higih school course of study iti 
Englisih. 

HISTORY 

History of the United States 

Andrews: The United States in Our Time — Scribner. 

Ashley: American Coloniail History — Macmillan. 

Bo'gart: Economic History of the United States — Longmans. 

Bryce: American Commonwealth (Abridged edition) — Mac- 
millan. 

Brigliam: Geograpihic Influences in American History — Glnn. 

Channing and Hart: Guide to the Study of American Histoiry 
— Ginn. 

Cheney: European Background of American History — -Harpers. 

Channing and Lansing: Story of the Great Lakes — -Macmillan. 

Draper: The Rescue of Cuba — ^Silver. 

Elson: Sideligihts on American History — Macmillan. 

Fisk: The Critical Period of American Hisitory — -Houghton. 

Fisk: War of Independence^ — ^Houghton. 

Gregg: The Pounding of a Nation — Dor an. 

Hill: Li b ert y Do c um en tsi — M acmi 11 an . 

Hart: Source Book of American Hiisitory — Macmillan. 

Hamilton: The Federalist — Dutton. 

Hart: Social Forcesi in American History — ^Harpef. 

Halsey: Great Epochs in American History — Funk. 

Hitchcock — ^The Louisiana Purc'hQ,ise — -Ginn. 

Lodge: A Short History of the Englisih Colonies, in America 
— ^Harper. 

Lippincott: Problems, of Reconstruction — Macmillan. 

Macy: Political Parties in the United States. — Macmillan. 

Muzzey: Readings in Amenican History — Ginn. 

Millis: Japanese Problems in the United States — M'acmillan. 

Parkman: The Struggle for a Continenit — -Little. 

Paxson: The Last American Frontier — ■Macmillan. 

Powers: Amierica Among the Nations — ^Macmillan. 

Rooseveilt: Wi-nning oif the West — 'Putnam. 

Wri'g'ht: Industrial Evolution of the United States — Scribner. 

Ancient History 

Abbott: Society and Politics in Ancient Rome — ^Scribner. 
Ashley: Early European Civilization — ^Macmillan. 
BaiMe: Landsl and Peoples of the Bible — •Macmillan. 



FOR HIGH SCHOOLS OF ALASKA 105 

Bulflnch: Age oif FaMe — Dutton. 

Church: Story Oif Carthage — Putnam. 

Dill: Roiman Society in the Last Century of the Roman Em- 
pire — Macmillan. 

Guerber: Myths of Greece and Rome — American. 

Gulioh — The Life of the Ancient Greek — ^Apipleton. 

Johnston — The Private Life of the Romans — Scott, Foresmaa. 

Jubb: Greek Literatui^e — American. 

Lauciani: Ancient Rome in the Light of Reoenit Discoveries — 
Houghton. 

Mason: Wo^man's Share in Primitive Culture — Appleton. 

Maspero: Art in Egypt — ^Scribner. 

Raw^linson: Story of Phoenicia — Putna.m. 

Ragozim: Story of Media, Babylonia and Persia — ^Putnam. 

Sayce: Social Life of the Assyrians and Babyloniansi — Scribner. 

Thomas: Roman Life Under the Caesiars — ^Putnam. 

Medieval and Modern History 

Adams: Civiilizati5n During the Middle Ages — Scribner. 

Cheney: Readings in Ehglish History — ^Ginn. 

Church: The Crusaders — ^Maomillan. 

Cra)bites: Armenia, and Armenians — Macmillan. 

Emerton: Beginnings of Modern Europe — 'Ginn. 

Elliott: During the Reign of Terror — Macmillan. 

Firth: Oliver Cromwell and the Ru.le of the Puritans in Eng- 

ilanid — ^Putnam. 
Fisher: History of the Christian Church — ^Scribner. 
Gilman: The Saracensi — Putnam. 
Kawakami: Japan in the World Politics^ — Macmillan. 

Kendall: Source Book of English History — Macmillan. 

Mathews: The French Revolution — Longmans. 

Oman: The Dark Ages — Macmillan. 

Seignobas: The Feudal Regime — Holt. 

Tappan: When Knights Were Bold — Houghton. 
West: Progress of the Nineteenth Century — Harper. 

The World War 

Ayres: The War with Germany — A Statistical Summary. 

Blackwell: 'The Little Grandmother of the Russian Revolu- . 
tion — Little. 

Flowers: What Every American Should Know About the 
War — Doran. 

Hayes: A Brief History of the Great War — Macmillan. 

Hungerford: With the Doughboy in France — Macmillan. 

Robinson and West: The Foreign Policy of Woodrow Wil- 
son — Macmillan. 

Zangwill: The War for the World — Macmillan. 

General Works 

Baker: History in Fiction — Dutton. 
Clodd: The Childhood of the World— Macmillan. 
Creasy: Fifteen Decisive Battles of the World. 
Freeman: Historical Geography of Europe — Longmans. 
Wells: How the Present Came from the Past — Macmillan. 

CIVICS AND CITIZENSHIP 

Addams: The Spirit of Youth and the City Streets — Maemiilan. 
Allen: Universal Training for Citizenship and Public Service 
— Macmillan. 



106 MANUAL AND COURSE OF STUDY 

Ashley: The American Federal State; Its Historical Develop- 
ment, Government and Policies — Macmillan. 

Boutwell: The Constitution of the United Stat _s— Heath. 

Bureau of Education: Lessons in Community and National 
Life — Superintendent of Documents, Washington, D. C. 

Beard: Readings in American Government and Politics (Re- 
vised edition) — Macmillan. 

Bryce: American Commonwealth (Abridged) — Macmillan. 

Beard, Mrs. M. R. : Woman's Work in Municipalities — Appleton. 

Crow^n: The Constitution and What It Means Today — Prince- 
ton University Press. 

Davis and Schwartz: Immigration and Americanization — Ginn. 

Federalist: A* Commentary on the Constitution. Reprinted 
from Original Text of Alexander Hamilton — Putnam. 

Goodnow: City Government in the United States — Century. 

Henderson: The Dependent, Defective and Delinquent Classes 
— Heath. 

Hadley: Standards in Public Morality — Macmillan. 

Hart: Actual Government as Applied TJnder American Condi- 
tions — Longmans. 

Jenks: Citizenship and the Schools — Holt. 

Marriott: Uncle Sam's Business — Harpers. 

Riis: The Making of an Aiiierican — Macmillan. 

Roosevelt: American Ideals and Other Essays — Putnam. 

Steiner: On the Trail of the Immigrant — Revell. 

Van Hise: Conservation of the Natural Resources of the 
United States — Macmillan. 

Willoughby: Territories and Dependencies of the United 
States — C entury. 

ECONOMICS AND SOCIOLOGY 

Addams: The Spirit of Youth and the City Streets — Macmillan. 

Adams and Sumner: Labor Problems — Macmillan. 

Bailey: Country Life Movement in the United States — Mac- 
millan. 

Clapper: Child Labor in the City Streets — Macmillan. 

Carleton: The History of Organized Labor in the United 
States — Macmillan. 

Dealy: Sociology — Its Simple reaching and Application — 
Silver. 

Ely and Wicker: Elementary Principles of Economics — Mac- 
millan. 

Goodsell: History of the Family — Macmillan. 

Hays: Introduction to the Study of Sociology — Appleton. 

Riis: Battle With the Slums — Macmillan. 

Towne: Social Problems — Macmillan. 

Wines: Punishment and Reformation — Crowell. 

Wells: Recent Economic Changes — Ginn. 

BIOGRAPHY 

Alger: From Canal Boy to President — McKay. 
Barton: The Soul of Abraham Lincoln — Doran. 
Bradford: Lee, the American — Houghton. 
Bolton: Famous Men of Science — Crowell. 
Bolton: Famous American Authors — Crowell. 
Bolton: Lives of Girls Who Became Famous — Crowell.. 
Bolton: Lives of Boys Who Became Famous — Crowell. 
Dodd: Woodrow Wilson and His Work — Doubleday. 
Ford: George Washington — Small. 
Oilman: Roosevelt, The Happy Wprrior. 



FOR HIGH SCHOOLS OF ALASKA 107 



Hapgood: Abraham Lincoln, The Man of the People— Mac- 

millan. 
Lant: Pathfinders of the West— Macmillan. 
Lodge: George Washington — Houghton. 
Lodge: Alexander Hamilton — Housjhton. 
Lodge: Daniel Webster — Houghton 
Meadowcraft: Boy's Life of Edison — Harper. 
Morse: Benjamin Franklin — Houghton. 
Oman: Seven Roman Statesmen- -Longmans. 
Tappan: The Christ Story — Houghton. 
Thayer: John Marshall — Houghton. 
Tarbell: Abraham Lincoln. 
Washington: Up From Slavery. 

CHEMISTRY 

Brownlee and Others: Chemistry of Common Things— Allyn. 

Baskerville: Municipal Chemistry— McGraw. 

Cohn: Chemistry in Daily Life— Lippincott. 

Philip: The Romance of Modern Chemistry — Lippincott. 

Todd: Chemistry of the Household — American School of 

Home Economics. 
Rogers and Aubert: Industrial Chemistry — Van Nostrand. 

PHYSICS 

Adams: Harper's Electricity for Boys- -Harper. 

Benjamin: The Age of Electricity— Scribner. 

Brechner: Household Physics — Allyn. 

Burns: The Story of Great Inventions— Harper. 

Gibson: The Romance of Modern Electricity— Lippincott. 

Hopkins: Home Mechanics for Amateurs — Munn. 

Houston: The Wonder Book of Light — Stokes. 

Plouston: The Wonder Book of Magnetism— Stokes. 

Kennelly: Wireless Telegraphy and Wireless Telephony— 

Moffat. 
Rotch: Conquest of the Air — Moffat. 

BIOLOGY 

Apgar: Birds of the United States — American. 

Bailey: Survival of the Unlike— Macmillan. 

Burroughs: Birds and Bees— Houghton. 

Comstock: Manual for Study of Insects— Comstock. 

Furneaux: Life in Pond and Stream — Longmans. 

Harwood: New Creations in Plant Life— Macmillan. 

Heilprin: The Distribution of Animals — Appleton. 

Jordan: Fishes — Doubleday. 

Locy: Biology and Its Makers — Holt. 

Lubbock: Flowers, Fruits and Leaves — Macmillan. 

Lucas: Animals of the Past— Doubleday. 

Miller: Little Brothers of the Air— Houghton. 

Porter: Wild Beasts — Scribner. 

Wallace: Island Life — Macmillan. 

PHYSICAL GEOGRAPHY AND GEOLOGY 

Archibald: Story of the Earth's Atmosphere — Appleton. 
Davis: Meteorology — Ginn. 

Dana: Geological Story Briefly Told— American. 
Garriott: Weather, Folk-lore and Local Weather Signs — Gov- 
ernment Printing Office, Washington, D. C. 
Herrick: The Earth in Past Ages— American. 



a08 MANUAL AND COURSE OF STUDY 

Peary: The North Pole— Stokes. 

Russell: Glaciers of North America — Ginn. 

Russell: Rivers of North America — Putnam. 
Russell: Volcanoes of North America — Macmillan. 

HOME ECONOMICS 

Aiken: Modern Methods in Nursing — Saunders. 

Bakit: Clothing for Women — Lippincott. 

Barker: Textiles — Van Nostrand. 

Bevier: The House, Its Plan, Decoration and Care — American 

School of Home Economics, Chicago. 
Bevier and Van Meter: Selection and Preparation of Food — 

Whitcomb. 
Carpenter: How the World is Clothed — American. 
Carpenter: How the World is Fed — American. 
Chambers: A Guide to Laundry Work — Boston. 
Clarke: The Care of the House — Macmillan. 
Fales: Dressmaking — Scribner. 
Parmer: Boston Cooking School Book — Little. 
Fish: American Red Cross Textbook on Dietetics — Blakiston. 
Kephart: Camp Cookery — Outing. 

Kinne and Cooley: The Home and the Family — Macmillan. 
Kinne and Cooley: Clothing and Health — Macmillan. 
Kinne and Cooley^Shelter and Clothing — Macmillan. 
Parsons: Interior Decoration; Its Principles and Practice — 

Doubleday. 
Powell: Successful Canning and Preserving — Lippincott. 
Rose: Feeding a Family — Macmillan. 
Sheaffer: Household Accounting and Economics — Macmillan. 

MANUAL TRAINING 

Adams: Carpentry for Beginners — Moffat. 

Allen: Manual Training for Common Schools — Scribner. 

Bean: Book Binding for Beginners — Manual Arts. 

Crawshaw: Problems in Wood Turning — Manual Arts. 

Goss: Bench Work in Wood — Ginn. 

Griffiths: Essentials of Wood Working — Manual Arts. 

King: Inside Finishing — American. 

King: Constructive Carpentry — American. 

Mitchell: Leatherwork — Manual Arts. 

Page: Automobile Questions and Answers — Henley. 

Popps: House Wiring — Henley. 

Rose: Copper Work — Atkinson. 

COMMERCIAL 

Altimer: Commercial Correspondence and Postal Information 

— Macmillan. 
Bishop and Keller: Industry and Trade — Ginn 
Bartholomew and Hurlburt: The Business Man's English — 

Macmillan. 
Brown: Principles of Commerce — Macmillan. 
Dryer: Elementary Economic Geography — American. 
Hall: Writing an Advertisement — Houghton. 
Hoover: The Science and Art of Salesmanship — Macmillan. 
Huffcut: Elements of Business Law — Ginn. 
Osgood: A History of Industry — ^Ginn. 
Owen: Secret of Speed in Typewriting — Forbes. 
Tarbell: New Ideas in Business — Macmillan. 



FOR HIGH SCHOOLS OF ALASKA 109 



CONSERVATION AND THRIFT 

American Bankers' Association; Tlirift and How to Teach It. 

Carnegie: How to Win a Fortune — Forbes. 

Clark: Making Both Ends Meet — Macmillan. 

Griggs: The Use of the Margin — Huebsch. 

Hayward: Money: What It Is and How to Use It — Houghton., 

Marden: Stories from Life — American. 

McKeever: Teaching the Boy to Save — McKeever. 

McKeever: Teaching the Girl to Save — McKeever. 

Smiles: Self Help— McClurg. 

VOCATIONAL EDUCATION AND GUIDANCE 

Allen: The Law as a Vocation — Vocational Bureau. 

Allen: A Guide to the Study of Occupations — Harvard Uni- 
versity Press. 

Batton: Poor Boys Who Became Famous — Crowell. 

Beveridge: The Young Man and the World — Appleton. 

Bloomfield: Readings in Vocational Guidance — Ginn. 

Bloomfield: Youth, School and Vocation — Houghton. 

Brewer: The Vocational Guidance Movement — Macmillan. 

Clark: The High School Boy and His Problems — Macmillan. 

Cody: Commercial Tests and How to Use Them — World Book._ 

Davis: Vocational and Moral Guidance — Ginn. 

Dickinson: Vocational Guidance for Girls — Rand. 

Foltz: The Federal Civil Service as a Career — Putnam. 

Giles: Vocational Civics — Macmillan. 

Gowin and Wheatley: Occupations — Ginn. 

HoUingworth: Vocational Psychology — Appleton. 

Hungerford: The Modern Railroad — McClurg. 

Kimble: Choosing Employees by Test — Engineering Maga- 
zine Co. 

Jenks: Personal Problems of Boys Who Work — Y. M. C. A. 
Press. 

Lutz: Wage Earning and Education — Russell Sage Foundation. 

Marden: Choosing a Career — Bobbs. 

Morley: Women Workers in Seven Professions — Dutton. 

Norton: A Textbook in Retail SeUing — Ginn. 

Parton: Captains of Industry (2 volumes) — Houghton. 

Ralph: The Making of a Journalist — Harper. 

Weaver and Blyer: Profitable Occupations for Boys — Barnes. 

Weaver: Profitable Occupations for Girls — Barnes. 

Wilson: Working Our Way Through College and University 
— McClurg. 

PHYSICAL EDUCATION 

Adams: Indoor Book for Boys — Harper. 

Bancroft: Games — Macmillan. 

Bancroft: School Gymnastics — Heath. 

Dudley and Kellar: Athletic Games in the Education of 
Women — Holt. 

La Grange: Physiology of Bodily Exercise — Strekett, Spring- 
field, Mass. 

ART 

Batchelder: Principles of Design — Inland Printer, Chicago. 
Clement: Painters, Sculptors, Architects, Engravers, and Their 

Work — Houghton. 
Cross : Freehand Drawing — Ginn. 



110 MANUAL AND COURSE OF STUDY 

Cross: Mechanical Drawing — Ginr. 

Cockerel: Bookbinding and the Carp of Books — Appleton. 

Dilloway: Decoration of School and Home — Bradley. 

Emery: How to Enjoy Pictures — Prang. 

Haney: Pencil Sketches from Nature — Atkinson. 

Hoyt: The World's Painters — Ginn. 

Jack: Wood Carving — Appleton. 

Walker: Handbook of Di'awing — Scribner. 

Whitcombe: Young People's Story of Art — Dodd. 

MUSIC 

Bender: Great Opera Stories— Macmillan. 

Cornell: Musical Form — G. Schirmer. 

Elson: National Music of America and its Source — Page. 

Faulkner — What We Hear in Music — Victor. 

Farnsworth: Education Through Music — Anderson. 

Fryberger: Listening Lessons in Music — Silver. 

Finck: Songs and Song Writers — Scribner. 

Koobe: How to Appreciate Music — Scribner. 

Smith: Stories of Great National Songs — Scribner. 

Tapper: Goetschius Essentials in Music History — Scribner. 

Upton: Standard Light Operas — McClurg. 

Upton: The Standard Operas — McClurg. 

Wallace: The Threshold of Music- -Macmillan. 

ALASKA HISTORY AND GEOGRAPHY 

Andrews: The Story of Sitka (1922) — Lowman & Hanford. 

Arctander: The Apostle of Alaska — Revell. 

Bancro'f't: History of Alaska. (1885) 

Cariieron: The Cheechako in Alaska and Yukon (1920) — T. 
Fisher Unwin Ltd., London. 

Elliott: Our Arctic Province (1887) — Scribner. 

Greeley: Handbook of Alaska (1914) — Scribner. 

Golden: Russian Expansion on tiie Pacific (1914). 

Higginson: Alaska, the Great Country (New edition) — Mac- 
millan. 

Muir: Stickeen (1909)— Houghton. 

Muir: Travels in Alaska (1915) — Houghton. 

Sheldon: The Wilderness of the North Pacific Coast Islands 
(1912)— Scribner. 

Sheldon: The Wilderness of +he Upper Yukon (1911) — 
Scribner. 

Service: The Spell of the Yukon. 

Service: Rhymes of a Rolling Scone. 

Stefansson: My Life With the Eskimo — Macmillan. 

Stefansson: The Friendly Arctic (1921) — Macmillan. 

Stuck: Ascent of Denali — Scribner. 

Stuck: 10.000 Miles With a Dog Sled— Scribner. 

Tarr: Alaskan Glaciers (1914) — National Geographic Society. 

Underwood: Alaska, an Empire in the Making (1913) — Dodd, 
Mead. 

Young: Alaska Days With John Muir — Revell. 

Young: Adventures in Alaska — Revell. 

Of special interest to Alaska high schools are the following: 

A Manual of Fish Culture (Revised Edition), Publication Bu- 
reau of Fisheries, U. S. Department of Commerce — Superin- 
tendent of Documents, Government Printing Office, Wash- 
ington, D. C. 



FOR HIGH SCHOOL/S OF ALASKA 111 

Smith, Hugh M.: The U. S. Bu^-eau of Fisheries, Doc. 725, 
tj. S. Bureau of Fisheries, Department of Commerce — 
Superintendent of Documents, Government Printing Of- 
fice, Wasliington, D. C. 

Graves: The Profession of Forestry, Forest Service Cir. 207, 
U. S. Department of Agriculture — Superintendent of Docu- 
ments, Government Printing Office, Washington, D. C. 

PERiODICALS— (EXCLUSIVE OF GENERAL MAGAZINES) 

American Educational Review — American Education Co. 

Bird Lore — Bird Lore Co. 

Classical Review — Ginn and Co. 

Education — Palmer Publishing Co., Boston. 

English Journal — University of Chicago Press. 

Good Housekeeping — Home Magazine Co., New York. 

Journal of Political Economy — University of Chicago Press. 

Industrial Education Magazine — Manual Arts Press, Peoria. 

Industrial Arts Magazine — Bruce Publishing Co., Milwaukee 
. Mouern L,anguage Notes — ^Johns Hopkins University Press, 
Baltimore. 

School Review — University of Chicago Press. 

School Science and Mathematics — School Science and Mathe- 
matics Co. 

National Geographic Magazine — National Geographic Society, 
Washington. 

History Teachers' Magazine — McKinley Publishing Co., Phila- 
delphia. 

Journal of Geography — Journal of Geography Co., Madison. 

School Arts — School Arts Publishing Co., Boston. 



INDEX 



INDEX 115 



INDEX 



Accredited High Schools 12-16 

Aims of High School 5-9 

Com'merciail Su)bjects 65-71 

Commercial Arithmetic -.-- .- 65-66 

Commercial G-eography 66 

Bookkeeping 66-67 

Shorthand - - - 67-68 

Typewriting 68-69 

Coimonercial Law ....j 69-70 

Business English 70 

Penmanship 71 

Spelling - -- -... 71 

Courses O'f Study 18-23 

Four-Year Accredited, High Schools 20 

One-Teacher Course .' ._ 21 

Two-Teacher Course 21 

Three-Teacher Course 22-28 

Educational Guidance - - 9-10 

English - - - 26-37 

History and Social Sciences -- 58-65 

Early European History 60 

Laiter European History 61 

U. S. History — 61 

U. S. Civics ..- - 62-63 

Economics 63-65 

Sociology 63-65 

Industrial and Household Arts 71-96 

Mechanical Drawing - 71-74 

Manual Training - 74-81 

Shop Woo^dworking ' 74-78 

Carpentry 7 8-7 9 

Elementary Electricity 79 

Household Economics 81-96 

Cooking ,-. 82-90 

Sewing 90-95 

Shelter and House Management 95-96 

Junior High School 23-24 

Library 101-111 

M'arking System 17-18 

Mathematics -.. 44-4 7 

Elementary Algebra 45 

Advanceid Algebra ." ---- 45 

Plane Geometry - 46 

Solid Geometry 43 

Trigonometry 47 



116 INDEX 

Modern and Ancient Danguages 37-44 

French - 37-41 

Lajtin 42-44 

Spanish - ...37-3 9, 41-41J 

Music -— 97-100 

Natural Sciences 47-58 

General Science - 49-50 

High School Geography 50 

Biology .-..- 50-51 

Physios 51-55 

Chemistry 55-58 

Project Method 11 

Socialized Recitation 12 

Supervised Study 10-11 

Vocational Guidance 24-26 



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